Cartografía social somo estrategia pedagógica para fortalecer memoria e identidad territorial en estudiantes de séptimo grado en Valledupar

Abstract

This study takes place at the Andrés Nicolás Escobar Escobar Educational Institution, located in Comuna 3 of Valledupar a territory marked by social vulnerability, where many families live day to day, have been affected by Colombia’s armed conflict, and in some cases are part of reintegration processes. Within this context, seventh-grade students experience a disconnection from their history, culture, and territory, which weakens their sense of identity and belonging. To address this situation, the research adopts a Participatory Action Research (PAR) approach aimed at transforming pedagogical practices through critical strategies that incorporate collective memory, cultural practices, and local references. The project envisions the implementation of pedagogical actions based on reflective dialogue, generative questioning, and the active involvement of students, teachers, and community members. Inspired by Paulo Freire’s critical pedagogy, the study seeks to reframe the relationship between school and territory, promoting a contextualized, meaningful, and transformative educational experience. It is expected that this proposal will contribute to rebuilding the social and cultural fabric through everyday experiences, strengthening territorial rootedness and recognizing students as active agents capable of influencing their reality.