Narrativa, Oralidad y saberes otros: una propuesta curricular desde la etnia wayuu al modelo etnoeducativo

Abstract

This research was carried out with the intention of characterizing the ancestral knowledge related to orality, narrative, mythical, in other words, to allow the emergence of other epistemologies. Describe their own methodologies and spaces for socialization and traditional learning and generate a space for consultation, reflection and dialogue of knowledge for the collective construction of methodological guidelines for pedagogizing content related to a Wayuu own curriculum. The theoretical reflection started from the conceptual construction of self-education and its distance from ethnoeducation. Likewise, the knowledge and hegemony of western scientific knowledge is problematized, the polysemy of the concept of culture, clarification from which epistemological shore pedagogization is assumed, and the need to think of a new educational model that starts from its own, from the other.

The methodological approach was made from the qualitative approach that guided the execution of the investigation from the ethnographic method and from the ethnomethodology. A deep look at the characteristics of Wayuu knowledge and its own forms of socialization and learning allows us to trace the possible paths for the construction of an own curriculum from the contexts of indigenous and native Wayuu education. It is necessary to take as reference that own historicity and the anchorage to the spirituality that these practices have so as not to fall into the folklorization of them. For this, some methodological guidelines are presented that constitute a proposal for action for the repositioning of educational practices in the context of the implementation of the Own Indigenous Educational System (SEIP) in Wayuu territory.