Education for intercultural world citizenship through the minga de saberes
Main Article Content
Keywords
Citizenship, Intercultural education, Epistemologies of the South, Participatory methodologies, Minga de saberes
Abstract
Addressing local problems with global impact, promoting inclusive and sustainable solutions as part of formative processes, involves adopting new organizational dynamics, new learning experiences, and new methodologies. The central purpose of research conducted in rural contexts was to deploy Intercultural Global Citizenship Education (IGCE) as a means to co-construct alternatives to global issues. To carry out this research, a methodological framework was configured, linking devices (diatopia, intersectionality, and ecology) with dynamizers (personal meaning mapping, social cartographies, and systematization of experiences) through the minga de saberes. Based on the categories of analysis that guided the research, the following findings were achieved: Community-based education is seen as an opportunity to address global issues with local strategies, revealing relational asymmetries. Citizenship, beyond the relationship between rights and duties, must be dynamized by expanding its normative implications to incorporate other forms of reflexivity about the meaning of life. The global is considered the resonant path of local actions, so the local/global duo forms a relationship that needs to be built and strengthened, as a relationship that can overcome structural inequalities. Interculturality, as a space for understanding and continuous social transformation, offers opportunities to strengthen it with reflective and categorical commitments that expand capacities and possibilities, to refound new social, institutional, and cultural relationships.
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Alfonso Ríos Sánchez, South Colombian University, Colombia
Research Professor at the Universidad Surcolombiana. Historian from the Universidad del Valle (Colombia), Master's in Research and Innovation from UNED (Spain). PhD in Education from the Universidad Católica de Manizales. Classroom teacher in the Social Sciences area at the Huila Department of Education (Colombia), IE El Carmelo.
Gloria Clemencia Valencia González, Catholic University of Manizales, Colombia
Research Professor at the Catholic University of Manizales. Speech-Language Pathologist from the Catholic University of Manizales, Master's in Education and Social Development from the National Pedagogical University of Colombia, PhD in Educational Policy from the University of Salamanca (Spain). Director of the Doctoral Program in Education at the Catholic University of Manizales (Colombia).
Luis Guillermo Restrepo Jaramillo, Catholic University of Manizales, Colombia
Research Professor at the Catholic University of Manizales. Holds a Bachelor's degree in Philosophy and Theology. Specialist in Dogmatic Theology from the Gregorian University in Rome. Doctor of Theology from the Pontifical Javeriana University. Professor in postgraduate programs at the Catholic University of Manizales (Colombia).