Model of ethno-educational school in the Colombian-Venezuelan border context
DOI:
https://doi.org/10.5281/zenodo.17172391Keywords:
Cultural Diversity, Ethnoeducatio, Interculturality, Ethnopedagogy, School.Abstract
Ethno-educational schools promote the preservation of cultural diversity and the uses and customs of the ethnic communities present in the schools. By virtue of the above, the objective of this paper was to identify the fundamental elements for the construction of an ethno-educational school model in the Colombian-Venezuelan border context. At the methodological level, qualitative research was carried out, with a documentary and systematic review in the reference database Scopus and in the web page of the Colombian Ministry of National Education. Among the main results, the presence of the following main categories for analysis stands out: curricular contents in ethno-education; pedagogical strategies in ethno-education; empathy in ethnocultural schools; school choice, permanence and academic performance in ethnocultural population; technological strategies in ethnocultural students and influence of the immigrant in the curriculum within ethnocultural schools. Finally, it was concluded that there are several strategies to be used by teachers in ethnoeducational schools, highlighting the importance of ethnoeducation to favor empathy among the educational community, proposing a restructuring in fundamental areas under the General Education Law of 1994.
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