Yanakuna Indigenous Intercultural Education at the Preschool Level. A Strategy of Resistance

Abstract

Education was initially carried out in order to educate them in national values, leading to the os of indigenous identity, in the 70s and 80s the indigenist movements began a process of appropriation of ethno-education and in this way the Community Educational Projects are implemented (PEC). The research characterized the educational praxis implemented by the Yanakunas communities in Huila, at the preschool level in relation to life cycles. In the methodology, an integration was made with indigenous proposals such as the cultivation, breeding and sowing of wisdom and knowledge (CCRISAC) and the traditional one with a qualitative approach of ethnographic design, as an opportunity to strengthen indigenous epistemes, interviews, conversations, observation and documentary review. In the characterization of the four pedagogical paths, Ancestral Wisdom, Organizational Political Processes, Pedagogical Territory, Production of Knowledge, traditional practices are recognized that help revitalize the knowledge of the Yanakuna culture such as language, dance, rituals, food, forms of organization, elements that give identity to this ethnic minority, in fact it is essential to transmit it to children who enter this grade of preschool to ensure cultural survival, on the other hand, it is vital to continue deepening research that serves as input for the construction of educational material act for teaching in ethnic institutions.