Núcleo de integración educativa y conocimiento multiétnico región Embera Choco

Abstract

The public education policies developed in the last few years in the national territory, especially in the department of Choco, define the provision of educational services where it is advanced through pedagogical programs where they limit this department to the notion of knowledge directly affecting the population in general. The situation that accentuates the functional development of public schools in the country deepens inequality in priority access to education services for the vulnerable population located in rural and peripheral areas of western Colombia The education sector in the country has many legal variations, one of them is decentralization, creating obstacles for the creation of networks and supplying perspectives based on the development of the population as a priority axis for the dissemination of pedagogical methods In the territory where they have established as habitat, another identified phenomenon is school desertion, the decrease of interest in learning on the part of the indigenous communities as a consequence illiteracy is acquired, damaging in a timely manner the development of the educational centers and thus entailing the loss of faith to these establishments by the villagers. Currently there is this primordial lack that tragically impacts the provision of educational services in vulnerable areas, such as prolonged integration processes abstaining the participation of the indigenous community, programs broadcast in regions separated from one another where the service can not be effectively provided educational, in addition it is observed that the educational infrastructure has structural, morphological, spatial and accessibility drawbacks as well as the lack of commitment to acquire technological equipment that adequately provide the formation of these educational facilities. This thesis introduces a development-level approach, focusing on a strategic implementation through a conceptual design of ethno-educational equipment, emphasizing the cultural pedagogy of indigenous communities, improving the provision of educational services, fostering formal education Currently there is this primordial lack that tragically impacts the provision of educational services in vulnerable areas, such as prolonged integration processes abstaining the participation of the indigenous community, programs broadcast in regions separated from one another where the service can not be effectively provided educational, in addition it is observed that the educational infrastructure has structural, morphological, spatial and accessibility drawbacks as well as the lack of commitment to acquire technological equipment that adequately provide the formation of these educational facilities. This thesis introduces a development-level approach, focusing on a strategic implementation through a conceptual design of ethno-educational equipment, emphasizing the cultural pedagogy of indigenous communities, improving the provision of educational services, fostering formal education based on morality, culture, sense of belonging and comprehensiveness to modernize the quality of life of the indigenous population of the Choco department.