Cadavid Velásquez, Edith de JesúsMendoza Arizal, Hugo Nelson2021-12-082021-12-082021-12-07https://repositorio.unicordoba.edu.co/handle/ucordoba/4734The Zenú indigenous reservation aims to strengthen the differential education of its inhabitants, which is why it is committed to the construction of the Community Educational Project (PEC). The different institutions of the reservation, including the Cruz Chiquita Educational Institution with collaborative work of teachers and experts from the community of the Zenú Indigenous Reservation in Tuchín-Córdoba, built the PEC, however, it has not been implemented for different reasons, for this reason reason, westernized educational processes continue to develop. The purpose of this research is to strengthen the Natural Sciences, Physical and Agricultural Education (Nature and Harmony) axis of Zenú's own curricular model, through Intercultural Environmental Education with the dialogue of knowledge in the students of the Cruz Chiquita Educational Institution. In this work, students' ways of conceiving territory, land and nature were identified and classified according to scientific knowledge or associated with ancestral knowledge (indigenous worldviews). A methodology with a qualitative approach is proposed, since it is interested in aspects of the social life of the communities with a hermeneutical paradigm because it interprets phenomena and feelings of the population under study. We worked with a population of 33 ninth grade students and a learning guide with indigenous texts and stories was used as a resource for taking results. Knowledge associated with scientific and / or ancestral knowledge and the convergence between these two types of knowledge were identified. When contrasting the conceptualizations of territory, land, nature, environment, ecology and Mother-earth, very marked evidence of scientific knowledge was found, which suggests the need to balance and integrate ancestral knowledge associated with the environment with other disciplines in students for the axis of Nature and Harmony, the above provided the basis for the construction of a pedagogical guide and thus continue to nurture it and encourage the other axes of its own curriculum. Own training needs are suggested to advance in the pedagogical component of the PEC, in this way it is expected to contribute to the strengthening of the component of the Indigenous Educational System of the Zenú SEIP People.Resumen…………………………………………………………………….11Introducción………………………………………………………………..13Capitulo I. Aspectos preliminares…………………………………………..15Planteamiento del problema……………………………………………..15Descripción del problema……………………………………………… ..18Formulación de la pregunta problema………………….……….……21Objetivos……………………………………………………………………21Objetivo General…………………………………………….....................21Objetivos Específicos……………………………………………..............21Justificación…………………………………………………………………22Capítulo II. Marco Referencial……………………………………………...25Estado del Arte………………………………………………………….......25Contexto Internacional……………………………………………..….....25Contexto Nacional……………………………………..............................28Contexto Local…………………………………………………………….32Marco Espacial…………………………………………………………....35Marco Teórico……………………………………………………………....36Educación Ambiental………………………………………………..……..36Educación ambiental intercultural –EAI………………………………….38Interdisciplinariedad……………………………………………………...39El pensamiento complejo………………………………………………....40Modelo curricular propio………………………………………………....42Sistema educativo colombiano……………………………………………42Etno-educación…………………………………………………………...44Educación propia…………………………………………………….…..45Currículo………………………………………………………………...46Currículo Propio Zenú…………………………………………………..48Diálogo de Saberes………………………………………………………50Pedagogía Sentí-pensante…………………………………………….....52Alfabetización Científica……………………………………………..….53Pedagogía de la Madre Tierra…………………………………………..54Marco legal………………………………………………………………55Capitulo III. Marco metodológico…………………………………….....58Enfoque………………………………………………………………...59Tipo de investigación……………………………………………………59Fases metodológicas………………………………………………….…59Técnica de recolección de información…………………………..…….59Población y Muestra……………………………………………………61Procesamiento y análisis de información………………………………61Capitulo IV. Presentación de resultados y análisis de la intervención…...62Resultados y Discusión…………………………………………………62Capítulo V. ………………………………………………………………138Conclusiones…………………………………………………………...138Recomendaciones……………………………………………………...139Referencias………………………………………………………………140application/pdfspaCopyright Universidad de Córdoba, 2021Trabajo de grado - Maestríainfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Educación ambiental interculturalDialogo de saberesModelo curricular propioResguardo indígena ZenúIntercultural environmental educationDialogue of knowledgeOwn curricular modelZenú indigenous reservation