Aprendizaje basado en proyectos, estrategia didáctica para la etnoeducación

Abstract

As part of the autonomy available to indigenous people in Colombia to design their own educational projects, in administrative and curricular ways, they has been implementing a project-based learning, pedagogical and educational strategy. This strategy has been stablishing a mechanism to reconcile two seemingly irreconcilable worlds: the national curriculum learning goals, designed from the Western science paradigm; and the intentions of their own education,as the holistic sense of knowledge, the practical learning by problem solving, the collective subjectivity from common interests, and the affirmation of cultural identity by revitalizing the traditional knowledge. The article presents a characterization of this practice, which is recognized in various indigenous projects in the country, providing political, epistemological, pedagogical, and didactics.