La etnoeducación y el papel docente en el fortalecimiento de la identidad de los estudiantes de grado 6º de la Institución Educativa Nuestra Señora del Buen Aire de Pasacaballos, ciudad de Cartagena

Abstract

The present research aimed to analyze and evaluate the ethnoeducational practices of teachers at Institución Educativa Nuestra Señora del Buen Aire, specifically focused on strengthening the cultural identity of 6th grade students. The goal was to understand how these practices could contribute to social interaction, autonomy, respect, active participation, and the recognition of differences in order to create an equitable and enriching school environment. A qualitative methodology was employed in this study, using techniques such as participant observation, semi-structured interviews, and document analysis. Intentional sampling was conducted to select participating teachers and students, and data was collected through direct classroom observation, individual and group interviews with teachers and students, as well as the analysis of institutional documents. Through a rigorous and scholarly approach, a comprehensive analysis of the teaching practices was carried out, identifying those that promoted the strengthening of cultural identity and evaluating their impact on mainstream education. Additionally, the legal and regulatory foundations supporting the importance of ethnoeducation were examined, and recommendations were proposed for future interventions in this field. It is expected that the results of this research, based on a solid methodology and active participation of educational stakeholders, will contribute to the development of more inclusive and culturally sensitive educational strategies and policies. These should guarantee access to quality education and promote equality of rights and opportunities for all students.