Impacto del currículo urbano en la pérdida de saberes tradicionales campesinos en los departamentos de Cundinamarca y Boyacá

Abstract

This study analyzes the impact of an urban oriented school curriculum on the loss of traditional campesino knowledge in the departments of Cundinamarca and Boyacá, Colombia. The research adopted a qualitative documentary approach based on the review, selection, and critical analysis of academic studies, educational policies, and pedagogical experiences related to rural education. The findings indicate that the Colombian curriculum has been designed from urban perspectives that fail to engage with agricultural practices, ecological knowledge, and the sociocultural dynamics of rural territories. This disconnection has contributed to weakened territorial belonging, reduced student motivation, and a decline in the intergenerational transmission of campesino knowledge. Additionally, the study identified contextualized educational initiatives such as school gardens, agroecological projects, and community-based activities that highlight the potential of territorial knowledge to strengthen learning processes. However, these initiatives remain marginal and are not fully integrated into the official curriculum due to the lack of institutional policies that support their sustainability. The study concludes that implementing a territorialized curriculum represents a viable alternative to preserve campesino knowledge, strengthen rural education, and reinforce the cultural identity of rural communities.