Memoria, territorio y catastro: la experiencia pedagógica de la escuela intercultural geografía para la vida como uente entre la memoria y la política pública

Abstract

This research systematizes the pedagogical experience of the Intercultural School of Geography for Life – Multipurpose Cadastre (EIGV), implemented by the Agustín Codazzi Geographic Institute (IGAC) during 2024–2025 in twelve municipalities across eight departments of Colombia. The study analyzes how the participatory methodologies developed by the School allow for an understanding of the relationship between memory, land tenure conflicts, and the public policy of multipurpose cadastre. The research is situated within the qualitative paradigm and uses the systematization of experiences as its primary methodology. The analysis focuses on two activities of the School: the Conflict Matrix, which collectively identifies and prioritizes territorial conflicts, and the Story Breaker, which collects individual narratives about the struggle for land. The information was coded through triangulation of social, geographic, and cadastral reports from the matrices and narratives developed by the community. This was done using three analytical categories: armed conflict, land possession or occupation, and socio-environmental conflicts. The main findings indicate that land conflicts are not isolated phenomena but rather part of a historically inequitable agrarian structure. Community memory constitutes a complete and legitimate record of land tenure, and this information provides relevant input for the technical instruments of the cadastre. Furthermore, the EIGV (Integrated Geographical Survey) is a pedagogical approach that fosters the political articulation of conflicts, while strengthening trust between communities and the State. Simultaneously, it trains new professionals from different disciplines to analyze and understand the diverse realities of the country and produce situated knowledge that enriches the implementation of the multipurpose cadastre. It is concluded that a significant and lasting disaster requires incorporating memory as a constitutive category of public policy.