Reconocimiento del derecho a la educación de la comunidad Afronariñense en el currículo escolar: Estrategia pedagógica basada en la etnoeducación y la identidad cultural.

Abstract

When the school silences the voice of the territory, the right to education becomes an unfulfilled promise. Accordingly, this study examines how, despite a robust normative framework in ethnoeducation, at La Inmaculada Educational Institution in Olaya Herrera, Nariño, the Afro-Nariñense identity remains reduced to commemorative events, without systematic incorporation into the school curriculum. Using a qualitative approach and a Design-Based Research methodology, four phases were conducted: diagnosis of the PEI and cultural context, analysis of teachers’ perceptions and practices, design of a contextualized pedagogical strategy, and participatory socialization with the educational community. The resulting strategy integrates five components: an ethnoeducational curricular proposal for sixth grade, an interdisciplinary didactic sequence, a pedagogical guide for teachers, an Institutional Transversal Project focused on Afro-Nariñense identity, and an illustrated booklet developed with community knowledge. Its socialization demonstrated high cultural relevance, institutional feasibility, and strong potential to strengthen the recognition of the right to a culturally pertinent education by integrating Afro-descendant knowledge with national standards, promoting co-teaching with local knowledge holders, and proposing a formative intercultural evaluation approach. As such, the study provides a replicable roadmap for other schools in the Nariño Pacific region.