Raíces y relatos: sistematización del semillero de antropología e historia llerense.

Abstract

This study presents the systematization of the pedagogical experience of the Antropology and History Research Seedbed (SAHL), developed in the Héctor Jaramillo Duque Educational Institution, located in the rural area of Puerto Lleras, Meta (Colombia). The research is framed within a qualitative hermeneutic approach aimed at understanding the meanings, learnings, and transformations emerging from educational practice in rural contexts.

The experience originates from an archaeological finding of pottery pieces in the Ariari River, which becomes a pedagogical mediation for the development of formative research processes, critical thinking, and the appropriation of the territory as a living classroom. Through techniques such as semi-structured interviews, document analysis, and audiovisual analysis, the study reconstructs the trajectory of the research seedbed, identifying its key moments, tensions, achievements, and projections.

The findings highlight a transformation of pedagogical practice, where the teacher assumes the role of a mediator and transformative intellectual, while students become active subjects in knowledge production. Additionally, the articulation between school, community, and scientific knowledge fosters a dialogue of knowledge that strengthens territorial identity and social appropriation of knowledge.

In terms of experiential knowledge, the study concludes that formative research in rural schools is a viable and transformative pedagogical practice, capable of contributing to the construction of critical subjectivities, the resignification of territory, and the democratization of knowledge. Finally, this systematization is projected as a reference for the creation of new research seedbeds, constituting an ethical and political commitment to strengthening rural education from critical and contextualized perspectives.