Proyecto Etnoenglish Cultural Exchange: Una Experiencia Pedagógica de Digiculturalidad y Educación Inclusiva en la escuela

The Etnoenglish Cultural Exchange project is a pedagogical experience that seeks to strengthen intercultural education processes through the teaching of English and some indigenous languages of Colombia through digiculturalism and the promotion of inclusive education at school, linking two education...

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Published inRISTI : Revista Ibérica de Sistemas e Tecnologias de Informação no. E72; pp. 370 - 381
Main Authors Villa, Melissa GonzÁLez-Rubio, Zapata, Jairo Andrés Sastoque, Ospina-Giraldo, María Natalia, Holguin, Mónica Maritza Orozco, Cataño, Diego Fernando Galviz, Buitrago, Jesús Daniel Rico
Format Journal Article
LanguageSpanish
Published Lousada Associação Ibérica de Sistemas e Tecnologias de Informacao 01.08.2024
Subjects
Communication skills
Cultural relations
Education
Exchanging
Inclusive education
Languages
Learning
Pedagogy
Qualitative research
Teaching
Colombia
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Summary:The Etnoenglish Cultural Exchange project is a pedagogical experience that seeks to strengthen intercultural education processes through the teaching of English and some indigenous languages of Colombia through digiculturalism and the promotion of inclusive education at school, linking two educational institutions that generate collaborative learning between students and teachers. The methodology that guides this project is framed from qualitative research under the design of participatory action research (PAR), the participants of this experience are children of primary education, who designed a series of digital content that allowed the creation of a networked learning community. Among the most significant lessons learned was the transversalization of various curriculum subjects that strengthened not only English communication skills, but also the vindication of ancestral languages and skills in the use of ICTs. En las políticas públicas educativas la noción de interculturalidad se da como respuesta a los modelos anteriores hegemónicos, sin embargo, esta interculturalidad está pensada solo para aquellos que se auto reconocen como miembros de los grupos étnicos, desde la denominada interculturalidad bilingüe que surge en 1989 en Colombia afirmando que: la etnoeducación es flexible, intercultural, bilingüe, participativa y colectiva, está basada en el conocimiento propio, la investigación y los procesos de enseñanza realizados fundamentalmente en colectivo (grupos) en la búsqueda y promoción del trabajo y la vida como valores fundamentales.
ISSN:1646-9895