Implementación de la pedagogía crítica en el fortalecimiento de la identidad de los estudiantes del grado once del Colegio Andrés Rosillo

Abstract

This study arises from the need to understand how high school students construct their identity within school environments shaped by cultural diversity, social tensions, and psychosocial challenges. At the Andrés Rosillo Educational Institution, located in the locality of Bosa (Bogotá), it was identified that many students face difficulties in self-recognition, expressing their experiences, and actively participating in their educational process, which negatively impacts their sense of belonging and personal development. The general objective of the study was to analyze how the implementation of a pedagogical proposal based on critical pedagogy and interculturality contributes to strengthening the identity of tenth-grade students. To achieve this, a qualitative approach with a socio-critical paradigm was adopted, utilizing the action-research method through four phases: Initial diagnosis, implementation of pedagogical workshops, evaluation, reflection based on a final discussion group with the studied population. The target population consisted of 30 eleventh-grade students, aged between 15 and 17 years. Data collection techniques included interviews, participant observation, pedagogical productions, and field diaries, prioritizing the students' voices as the central axis of the analysis. The results showed a progressive transformation in the understanding of identity. Initially, students conceived their identity from an individualistic perspective; however, throughout the process, they came to recognize it as a dynamic construction influenced by family, culture, school, and social relationships. Furthermore, processes of self-knowledge, critical thinking, participation, and social coexistence were strengthened, showing greater empathy, reflection, and recognition of the other. In conclusion, the study posits that critical pedagogy is a pertinent tool for strengthening student identity by promoting spaces for dialogue, reflection, and participation that allow students to understand themselves and their environment. Finally, this study aims to contribute to the field of critical pedagogies by demonstrating the importance of integrating identity, interculturality, and transformative pedagogical practices within the school context.