Memoria, género y territorio: el liderazgo de las educadoras en la configuración sociocultural e histórica de Tamara, Casanare, desde la investigación acción participativa

Abstract

This research aims to revalue the local knowledge and historical memory of ten female teachers from the municipality of Támara, Casanare, with more than two decades of continuous service. The central thesis of the study is based on recognizing their life stories and leadership, which constitute an intangible heritage that resists the patriarchal bias of official Llanera historiography. The study was grounded in Participatory Action Research (PAR), where the teachers and participants played an active role, contributing through their narratives and personal experiences regarding the school as a space of resistance against global standardization and armed conflict. The process spans from the systematization of biographical narratives—which led to a critical interpretation of gender and territorial tensions—to an urban intervention phase. The latter materialized through the commemorative mural "Tejedoras de Memoria" (Weavers of Memory) in the municipality's public space. The main findings demonstrate that recovering these oral narratives allows local history to transform social imaginaries regarding the importance of women in cultural and identity configuration, transcending into the collective memory of the inhabitants. Furthermore, it is evident that muralism, within a traditional peasant society, becomes a powerful pedagogical tool. The artwork not only fosters cultural appropriation and the dignification of women but also transforms the streets of Támara into an open classroom, where the knowledge of these teachers remains alive, engaging in dialogue with new generations and resisting oblivion.