El Diálogo de Saberes: Estrategia Pedagógica para la Recuperación Cultural

Erika Daniela Rodriguez-Amortegui

doi:10.31637/epsir-2024-1091

Authors

Erika Daniela Rodriguez-Amortegui Corporación Universitaria Minuto de Dios https://orcid.org/0000-0002-5760-517X

DOI:

https://doi.org/10.31637/epsir-2024-1091

Keywords:

Dialogue of knowledge, Education, Cultural heritage, Community participation, Inclusion, Participatory Action Research, Interculturality, Pedagogy

Abstract

Introduction: From the tensions in formal, non-formal, and informal scenarios to employ other ways of teaching, this study analyzes the relevance of the dialogue of knowledge as an educational tool to revitalize the sense of belonging and social appropriation of cultural heritage, taking as a sample the community of Las Cruces neighborhood in Bogotá (Colombia). Methodology: It is approached from the qualitative approach and the interpretative paradigm, using Participatory Action Research (PAR), participatory workshops, and interviews as instruments. Results: The community work shows a deep appreciation of traditional arts and crafts, including the importance of contemporary culture. However, it highlights a concern for the gradual loss of their cultural heritage due to multiple factors, including migration and marginalization of the neighborhood. Discussion: These situations make latent the need for educational strategies for cultural preservation, allowing new generations to enjoy such richness. The dialogue of knowledge is a pedagogical strategy to weave knowledge horizontally and contextualized in the socio-cultural and economic characteristics of the territory. Conclusions: Dialogue and community participation are meaningful to empower the community and create inclusive and contextualized learning spaces.

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Author Biography

Erika Daniela Rodriguez-Amortegui, Corporación Universitaria Minuto de Dios

Professional in Tourism and Hotel Business Administration, Master in Inclusive and Intercultural Education. Interested in research to redefine marginalized territories, dreaming of generating a social contribution from her knowledge and experience.

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