Los procesos de construcción y significación de la memoria colectiva en las comunidades educativas rurales de la Inspección de Laguna Azul (Ubalá) y la vereda La Trinidad (Guasca) del departamento de Cundinamarca.

Abstract

The present study analyzes the meanings, practices, and narratives within rural educational communities in Laguna Azul (Ubalá) and La Trinidad (Guasca), recognizing how these processes contribute to the construction of identity, sense of belonging, and cultural appropriation in rural contexts. The study is grounded in the categories of memory and territory, as well as in the contributions of critical pedagogies and decoloniality, understood as perspectives that problematize the relationships between local knowledge, community practices, and school dynamics. Within this framework, the research is situated in rural educational settings shaped by sociocultural transformations that influence the transmission of knowledge and the contemporary configuration of peasant life. Methodologically, the study was conducted using a qualitative approach with an interpretive ethnographic design, prioritizing the perspectives of participants. Techniques such as semi-structured interviews, participant observation, and field notes were employed, allowing for an understanding of the meanings that teachers, students, families, and community members attribute to memory, territory, and the school. The analysis is oriented toward understanding the dynamics of construction, transmission, and re-signification of collective memory in rural contexts, in articulation with territorial transformations and productive practices. The rural school is recognized as a key space for strengthening pedagogical processes linked to identity, rootedness, and cultural appropriation, approaching memory not only as an evocation of the past but as an active construction of meaning in the present.