Sistematización “Raíces Compartidas” en el Resguardo Ibanacuara del Municipio de Pijao, Quindío de la Modalidad Familiar ICBF.

Abstract

This systematization was developed in the resguardo Ibanacuara , in the Pijao municipality, Quindío. By understanding and respecting the diverse cultural perspectives present in the community, challenges of verbal communication and transmission of knowledge were addressed. Strategies were sought that would allow this situation to be resolved through the articulation of intercultural processes; generating a social environment that values, enriches and promotes traditions; promoting dialogue, equality, mutual understanding, integration and enrichment of cultures through art.

For the development of this systematization, aspects of participatory-action-research were taken into account, the purpose of which is to improve educational practices with the active participation of individuals in the investigative processes according to Kurt Lewin. The instruments that were applied for the development of the proposal, were the didactic workshops proposed by the Family Wellbeing Program Dimf (Child Development in a Family Environment) allowing to organize and synthesize the planned activities to put art into practice as a strategy of interaction and communication with the community. The pedagogical reflections made it possible to understand the teaching-learning process of the community members, showing that art strengthens comprehensive development and promotes verbal and non-verbal communication skills among the participants of the experience.

Consequently, the observation process was carried out which made it possible to evaluate the learning acquired by the minors and guardians of the boys and girls. Highlighting the use of the DIMF Group Support Notebook v1 (ICBF, 2021, p.10) for the evaluation process, facilitating greater clarity about the characteristics and objectives of the activities proposed for the population.

The author Oscar Jara (2018) mentions several phases in the systematization process that are essential to carry out a deep and reflective analysis of the experience. These phases include the selection of the experience to be systematized, the collection of information, the analysis of the data and the preparation of conclusions and recommendations. Each of these stages is essential to ensure that the process is rigorous and meaningful. By following these phases, it can be affirmed that the knowledge generated is relevant and applicable, which in turn allows us to improve our practices and contribute to the continuous development of our communities. Since, we can identify what has worked and what has not, which contributes to improving our practices in the future.

In the indigenous reservation, practices aimed at strengthening the comprehensive development of girls and boys from their gestation were covered, with the participation of the main caregivers through dialogues, narratives and artistic experiences from gestation onwards. The importance of creativity and artistic expression in the development of children within their indigenous cultural context is recognized, expressing the union of different customs, beliefs and ways of life in an increasingly globalized world. Consequently, the reflections generated from This systematization allowed the recognition of successful practices, as well as the challenges and opportunities that arise when implementing strategies that allow meaningful communication to be achieved through art; producing pedagogical knowledge that highlighted the importance of cultural and artistic practices in the comprehensive development of children, as well as the need to strengthen teacher training and its impact on the implementation of intercultural education.

The horizon of meaning of the systematization focused on promoting respect for the diverse ancestral knowledge of the Ibanacuara reservation, articulating intercultural processes that generated a social environment that values and enriches cultural traditions in a reflective manner.