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The Teaching and Transversality of the Afrocolombian Study Cathedral in Search of Visibilization

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The Teaching and Transversality of the Afrocolombian Study Cathedral in Search of Visibilization International Journal of Education and Learning Systems Adriana Caicedo Castillo et al. http://iaras.org/iaras/journals/ijels The Teaching and Transversality of the Afrocolombian Study Cathedral in Search of Visibilization ADRIANA CAICEDO CASTILLO Bachelor of Social Sciences Education Program Central Unit of the Valle del Cauca Cra 27 A # 48 - 144 Kilometer 1 South exit Tuluá Valle del Cauca COLOMBIA [email protected] GUSTAVO ADOLFO RAMIREZ RUIZ Bachelor of Education Program in Social Sciences Central Unit of the Valle del Cauca Cra 27 A # 48 - 144 Kilometer 1 South exit Tuluá Valle del Cauca COLOMBIA [email protected] NATALIA GONZALEZ CORREA Bachelor of Education Program in Social Sciences Central Unit of the Valle del Cauca Cra 27 A # 48 - 144 Kilometer 1 South exit Tuluá Valle del Cauca COLOMBIA [email protected] Abstract: In the Colombian context, research on the application of the Chair of Afro-Colombian Studies (CEA By its Spanish acronym)) is not recent. However, these had been concentrated in territories with a majority African descendant population, but in regions where this population does not exceed 40% (National Administrative Department of Statistics DANE, 1993), as is the case of the Municipality of Tuluá (D.N.P. National Council of Economic and Social Policy. CONPES, 1997) , are lagging behind and its effect in relation to invisibility and Epistemic racism, is worrying. To the extent that the CEA has not been evident in the areas of knowledge, generating the impossibility of important processes of self-identification, affirmation, and dignification of the Afro-Colombian condition in the world of the school and in the life of the student. Objective: Generate pedagogical strategies that contribute to the mainstreaming in the different areas of knowledge of the CEA and its application in the Educational Institutions of the communes 7, 8 and 9 Methodology: To approach this project assumes the qualitative research according to (Lincoln & Denzin, 1994) is an interdisciplinary field, transdisciplinary and often against disciplinary. It crosses the humanities, the social sciences and the physical sciences. Based on this definition and identification of reality, we proceeded to the documentation and analysis of the information provided by the various actors of the educational communities Results: As a result of the reflections and analysis of the study, the brochure is designed as a pedagogical tool that contributes to its mainstreaming in the areas of knowledge. This document is a pilot aimed at teachers, with a theme based on problematizing questions, which takes as its main axis the Citizens' Competencies as seen from the Competence Standards and the conceptual axes of each area of knowledge, in the same way it is discriminated according to The complexity of each learner's learning level. The primer seeks to make known the socio-cultural, historical, political, and technological processes, such as the appropriation of the concept of ethnic diversity. Key-Words: - Culture, Multiculturalism, Inclusion, Education, Teaching, Transversality, Pedagogy ISSN: 2367-8933 125 Volume 2, 2017 International Journal of Education and Learning Systems Adriana Caicedo Castillo et al. http://iaras.org/iaras/journals/ijels 1 Introduction of this city in which most of the Afro population is Sin cultural diversity1 is human heritage of the found, according to the data of the municipal country; The intention of forming the "being" is yearbook of 2012 (Municipal, 2012), since the visits included in most of the purposes of the Cathedra of and interaction with members of these educational Afro-descendant Studies (CEA); thus promoting the communities is part of the research process under identity, recognition and respect for palenques 2 , the way. Cimarrons’ struggles, language, beliefs, traditions and everything that represents the afro culture gives students the opportunity to strengthen bounds and 2 Problem Formulation relationships with themselves and with others, Culture is the glue that holds all the vertices of each generating then the construction of a more axis that makes up the social fabric. From the integrated, ethical and united society. "So that they reflection on the social function of culture placed on know where I come from, just play the sound of a the stage of this document, to think that culture is bass drum, a marimba, a “cununo” and a “guasá” the support that allows the existence of society as a and you will see that my face begins to transform, multi causal organization located in a framework of the feet wiggle alone, and immediately I look for my norms and customs that keep it active and skirt made of shrimp and my blouse made of squid, functioning; Culture, as a consequence of the and I take a piece of sky and make a handkerchief of previous statement, is the one that gives identity to a orange blossom and I move with the cadence of a determined group in a specific historical moment. A palm in the sea when the breeze of a sailboat my region, countries, continents, the planetary village body begins to cool while the blood peals that it according to (Morin, 1999) is populated by local comes from the ancestral Africa, born in America in villages with their own cultural identity. The planet the Pacific Coast " 3 is inhabited by communities, micro communities, with strong millenary cultural structures... The And then the problem of the absence of Afro ethnic universal historical shared project is the intercultural inclusion in many educational spaces emerges; The and multicultural. research seedling group "Contextualized Pedagogy in Ethnic Education" of the Central Unit of Valle del In this section of the present document, culture is Cauca UCEVA; has focused on carrying out assumed as those visible points of contact in each research that promises to verify the way in which grid that the social fabric of each community the Cathedra of Afro-Colombian studies is being entangles, for the scope of this document, it is carried out in different educational institutions of necessary to ask for the corresponding the municipality of Tuluá Valle del Cauca, educationalization of the Afro descendant topic in Colombia and taking the pace of this research the Colombia. group had the opportunity to visit the three Converting the problem expressed in the educational institutions of the communes 7,8 and 9 spatiotemporal or historical situation of the African origin population means having methodological bases to make the matter visible within the 1 Cultural diversity according to Mincultura is "an educative area, after setting the issue of culture in essential characteristic of humanity and a key factor general, and Afro - Colombian in particular, within the context of the educational territory, the of development. Colombia is a country known for epistemological task that follows is to situate the its complex and rich cultural diversity that is ethno education and the afro-Colombian culture expressed in a plurality of identities and cultural cathedra in the school curricular context. expressions of the peoples and communities that Consequently, it is necessary to assume the make up the nation (culture Ministry, 2011) scriptural work from the theoretical and curricular realms; with regard to the first task Rafael Flórez 2 Palenque defined refers to the palisades erected by Ochoa is taken into account, while, for the second, escaped African slaves during the colonial era, to some legal norms specific to the education sector take refuge from his pursuers (UNESCO, 2010) and certain curricular technical standards issued by 3 Poema where I come from , Mary Moreno Thick, the MEN(Ministry of Education). black breviary, panorama of contemporary African poetry caucana (Moreno), Francisco Javier Gómez The problematic horizon turns out to be the Campillo p. 209 educational praxis in each school, which transcends the mere formal or intellectual production that, at ISSN: 2367-8933 126 Volume 2, 2017 International Journal of Education and Learning Systems Adriana Caicedo Castillo et al. http://iaras.org/iaras/journals/ijels best, remains as a "dead letter" in the institutional That pedagogical model that is claimed from shelves. Without ignoring the enormous importance teaching and educability, as a suggestion, should of such documentary collection that is elaborated assume intercultural and Multicultural aspects as a from the institutional quotidian and / or comes from prior pedagogical task to be included as a external sources, the object of knowledge is directed predicament in all specific areas of knowledge that to classroom work, as a natural setting of are worked on within the IPE. Indigenous pedagogical meetings between students and communities, Afro-Colombians, those with different teachers. sexual and / or religious tendencies, those of the political opposition, etc., far from thinking of According to Professor Flórez Ochoa (Florez irreconcilable differences, what they are saying is Hochoa, 2000), current pedagogical models are that Colombia is composed of diverse social groups oriented to regulate educational processes and not to that have their own identity and that the purpose is impact the social context where they emerge, which not to dilute them among the majorities, but to is why it becomes necessary to think critically about incorporate them as they are. it. At first, each educational establishment needs to question itself about the concepts and methods that From this perspective, the Afro-Colombian constitute the backbone
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