La pedagogía crítica como herramienta para comprender e implementar la política pública etnoeducativa en la institución educativa agropecuaria del rio Sanquianga del municipio de Olaya Herrera - Nariño

Abstract

The educational institution of the Sanquianga River, located in the Pacific region of Nariño, has been suffering since the 1990s from the scourge of armed conflict and territorial degradation. Combined with the expansion of crops and the adoption of a Eurocentric educational model, this has caused our communities to lose their ancestral traditions, customs, and practices—the very elements that keep the essence of the Black people alive. The 1991 Constitution establishes that Afro-Colombian communities have the same right to receive an education that respects and values their ancestral roots. This vision is embodied in the public ethnoeducation policy. However, in territories such as Olaya Herrera, Nariño, there are still great challenges to making this a reality. Among them are the lack of teacher preparation in this approach, the scarcity of resources to sustain it, and the limited inclusion of ancestral knowledge in school curricula. In this regard, the objective of the research was to design critical pedagogical strategies that connect institutional structures, Afro-descendant knowledge, and ethnoeducational policy in order to strengthen its implementation and promote an intercultural and transformative education in the Afro-Nariñense context. To achieve this, a qualitative, critical-social approach was adopted, supported by educational action research, which made it possible to gather voices and experiences through interviews, observations, and focus groups. The core of the work was the construction of pedagogical proposals that, from a critical perspective, manage to articulate institutional dynamics with Afro-descendant cultural knowledge and practices, in line with the public policy of ethnoeducation. In this way, the research will contribute to strengthening cultural identity, encouraging community participation, and consolidating a more relevant intercultural education. The result is a printed pedagogical guide aimed at overcoming current challenges and strengthening an educational model that not only recognizes but also values and promotes collective knowledge in diverse contexts.