Entre lo local y lo digital: un estudio de caso sobre la apropiación del conocimiento de las huellas ambientales del conflicto armado en instituciones educativas de Yopal y Bogotá

Abstract

Abstract This case study examines how access to Information and Communication Technologies (ICT) and the sociocultural context influence the appropriation of knowledge about the environmental footprints of the Colombian armed conflict among ninth-grade students from two contrasting educational settings: the Institución Educativa Técnica Agropecuaria La Inmaculada in Tilodirán (Yopal, Casanare) and the Colegio Parroquial San José in Fontibón, Bogotá. The study was conducted within a qualitative approach grounded in the socio-critical paradigm. Data were collected through field journals, questionnaires, and focus groups, and subsequently analyzed through a process of categorical analysis and theoretical triangulation, allowing empirical evidence to be interpreted in dialogue with the conceptual framework of the research. The findings reveal that access to ICT alone does not ensure a critical appropriation of knowledge. Instead, meaningful learning emerges from the interaction between technological conditions, sociocultural context, pedagogical mediation, and students' territorial experiences. While the rural context promotes a closer relationship between learning, collective memory, and lived experience, the urban context requires stronger pedagogical mediation to foster critical thinking and contextual understanding of socio-environmental issues.The study concludes that educational practices should integrate territory, culture, and digital technologies as complementary mediations that promote situated, critical, and socially meaningful learning about the environmental footprints of the Colombian armed conflict.