Community-classroom: central axis in the pedagogical-cultural training of ethno-educators

Abstract

The objective of the research was to analyze the theoretical-legal foundations that justify the Classroom-Community linkage as a central axis in the pedagogical-cultural training of ethno-educators for the effective development of projects. Under a qualitative epistemological paradigm and with a documentary, descriptive and analytical type of research, a conceptual mapping is developed, the results of which are concentrated in four axial axes: education and ethno-education, pedagogical training of ethno-educators, pedagogical projects and classroom-community linkage in ethno-educational contexts. These axes are analyzed in light of the regulatory frameworks that govern educational processes in Colombia and under the critical eye of authors dedicated to the study of these matters. It is concluded that, through this linkage, the pedagogical-cultural training of the ethno-educational teacher is strengthened since both teachers and students learn to work as a team, they talk to collectively build knowledge and classroom projects arise from the interest of the students, from their updated proposals and in mutual agreement.