vol. 2 núm. 2 (2022)

Este artículo es una reflexión sobre el papel de la etnoeducación en el rescate de la memoria histórica del pueblo wayuu. Para ello se abordan dos premisas interdependientes: la relación entre memoria e historia como mecanismos de articulación entre el pasado, presente y futuro; y la escuela como una institución que en contextos interculturales puede apoyar a la recuperación de la memoria histórica del pueblo wayuu. Dicho análisis se basa en los aportes teóricos de Amodio (2006), Arbeláez y Vélez (2008), Halbwachs (2002), entre otros autores. Se concluye que la escuela etnoeducativa wayuu debe aprovechar el carácter oral del grupo étnico y las pautas culturales para de esta manera construir estrategias desde la etnoeducación, que incentive a los estudiantes a darle importancia a los hechos acaecidos en las comunidades, que han quedado en el olvido por diferentes circunstancias.

En este artículo se presentan los resultados de investigación preliminares de un estudio de caso etnográfico sobre la importancia del territorio ancestral basado en la cosmogonía muisca de Bosa; el tipo de investigación fue cualitativa; y se orientó desde la línea de investigación etnoeducación, cultura y comunicación, de la Escuela Ciencias de la Educación. Por lo anterior, el estudio de caso permitió reconocer la riqueza invaluable de la comunidad indígena muisca de Bosa, que paradójicamente ha sido desdeñada por sus mismos habitantes que dan cuenta de la invasión y degradación cultural que vive este pueblo que se niega a desaparecer ante la mirada indiferente de instituciones estatales. Esto a consecuencia de la expansión descontrolada, poco planificada y/o explosión demográfica que extirpa constantemente al territorio ancestral muisca. En este sentido, la comunidad indígena muisca está en riesgo de perder su cosmogonía que se representa en el reconocimiento del territorio como la esencia de la comunidad en la cual se dan las dinámicas sociales que están relacionadas de manera intrínseca con su filosofía, valores, cultura, lengua, tradiciones, arte, entre otras; en consecuencia este artículo pretende dar a conocer de manera objetiva las diferentes implicaciones que surgen de la falta de reconocimiento por parte de la sociedad hegemónica a una cultura que ha estado presente en el desarrollo de la ciudad de Bogotá.

The following article explores how the influence of modernization, the digital control and the globalization, increases disinterest in learning the native language Camënts̈á. The investigation team developed a propose that allowed to strengthen and make the teaching and learning process of these language visible in the learning center Camënts̈á Biyá Benach, which has been present in different historic moments of the development of the community and nature between the Andes and the zone of the upper amazon areas. The methodology used in this investigation was qualitative and PRA was implemented as a method. The proposal was developed in three phases: diagnosis of the LN teaching-learning process; identification of jajañ as a strategy to strengthen the LN teaching-learning process;and the compilation of the experience to make ancestral knowledge visible. The results confirm that important aspects: The teaching of the mother tongue Camënts̈á is based on a pedagogy of its own and an intercultural approach; The Jajañ works as live scenario and allows the survival of ancestral knowledge; The exercise of  visibilization allows for the safeguarding of their own languages as forms of dialogue with the territory. There is an urgent need to address the lack of a physical center adequate to their needs.

At the end of secondary education in Colombia, students must take the Saber 11 test, which evaluates five competencies: mathematics, social and civic skills, critical reading, English and natural sciences. Regardless of a long training path of around eleven years, students often take training programs that prepare them for this test, with theexpectation that this may affect their performance. The objective of this study was to evaluate the effect that a training program has on the performance of students to respond to problems and situations based on the Saber 11 test in mathematics. A pre-test and post-test pre-experimental design was used, and a set of feedback simulationswas applied to a group of 46 tenth and eleventh gzrade students from two educational institutions in Nariño-Colombia, through a virtual learning environment. Based on internal measurement, the results showed a 14% increase in student performance after training. The program was apparently highly effective (0.95) by Cohen’s metric. Although the results of the training were satisfactory, it is recognized that it is a study without a control group and that, therefore, it is advisable to contrast the findings through a pure experimental study.

Within the media and broadcasting, we can see how the role of women is full of stereotypes and stigmas, due to the gender gaps that are still latent in our societies today. Through the article, a critical analysis is made of what are the roles that women play in the mass media, what are the factors that impede the advancement of womenin the media,  and how new technologies allow the visibility of the problems faced by women and girls in the new technologies; As well as the importance of creating digital tools and spaces, in order to work on the empowerment and emancipation of women. Taking this into account, the case of the virtual platform “De Mujer a Mujer” isgiven as an example, which since 2020 has created different tools for Spanish-speaking women around the world.