Lo que la avalancha no llevó : prácticas pedagógicas de resistencia cultural para la pervivencia de la memoria colectiva tras un proceso de desplazamiento por fenómeno natural de la comunidad indígena Nasa del territorio ancestral de Tóez Caloto, Cauca

Abstract

The general objective of this research paper is to analyze the pedagogical practices of cultural resistance implemented by the Indigenous community of Tóez Caloto to preserve collective memory after displacement due to a natural phenomenon and the subsequent process of territorial reconstruction. The community participating in the research was located in the Tierradentro area in the eastern part of the department of Cauca, an area known as the cradle of the Paeces. On June 6, 1994, this community was struck by a 6.8 magnitude earthquake and an avalanche resulting from the quake. This situation forced the community to be suddenly evacuated after the total loss of its geographical space, as recorded by the Cauca Regional Indigenous Council (CRIC) (2020). This evacuation led to a relocation process in the municipality of Caloto, in the north of the department of Cauca, where the community undertook a territorialization process that, according to Haesbaert (2011), implies the appropriation of a new territory, granting it a sense of belonging and symbolic ties while preserving sociopolitical and cultural references established in its community of origin. The dynamics of territorialization in this new territorial scenario evoke questions about the loss, preservation, or strengthening of cultural, social, and educational practices, especially those that have been revitalized for the purpose of continuing to survive as an Indigenous people and especially those that strengthen the collective memory as a territory. Based on the above, it is important to establish a first specific objective to understand the community's narratives regarding the process of displacement caused by the natural phenomenon of the Páez River in 1994, as well as the dynamics managed by the community in the process of rebuilding itself territorially in a new geographical context, preserving its sense of community and cultural identity. The second specific objective is to characterize two pedagogical practices that the community has implemented, especially through the educational institution, to resist culturally; that is, pedagogical practices that strengthen their cultural identity. Finally, the aim is to analyze how these pedagogical practices of cultural resistance contribute to the survival of the community's collective memory. Thus, the research aims to answer the question: What pedagogical practices of cultural resistance has the Tóez Caloto community implemented to preserve collective memory after displacement due to natural phenomena and territorial reconstruction? The theoretical basis is based on the conceptualizations that allowed for the approach and understanding of the analytical categories. In this regard, the southern and intercultural perspectives, cultural geography, and critical pedagogies are prioritized, given the potential to mobilize reflections that challenge traditional educational practices, questioning the models and systems of domination in the field of education.