Saberes Locales, Narrativa Transmedia y Pensamiento Crítico: Una Propuesta Pedagógica para su Integración en el Currículo Escolar de una Institución Pública en Bogotá

Abstract

This research project aims to strengthen the integration of local knowledge and cultural memory within teaching-learning processes through transmedia narrative strategies and critical thinking in students of ninth grade (cycle 4) and adults (cycle 6) at Colegio Integrada La Candelaria IED, Bogota. The study followed a critical action research methodology with a qualitative and socio critical approach. Instruments included focus groups, semi structured interviews, and participatory observation. A didactic unit was designed around the recovery of community memories using transmedia platforms (podcasts, videos, blogs) as narrative mediators. Two intergenerational groups were addressed in urban vulnerability contexts, exploring the intersection of memory, body and territory. The diagnosis revealed a disconnection between the official curriculum and the student’s territorial experiences. The implementation of the pedagogical proposal fostered processes of identity resignification, narrative reconstruction of the environment, and critical appropriation of local history. It also enhances students’ cultural perception and transformed teachers’ perspectives on situated knowledge. The critical integration of cultural memory and local knowledge through transmedia narrative proves to be a powerful strategy for democratizing symbolic production in schools, strengthening territorial identity and promoting situational, intercultural and transformative pedagogy. This project is a contribution to cognitive justice and the revitalization of public education as a space for cultural creation and emancipation.