La educación artística escenario para la apropiación del patrimonio cultural de Soacha
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2024
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Universidad de La Salle. Facultad de Ciencias de la Educación. Maestría en Docencia
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Este estudio exploró la enseñanza del patrimonio cultural de Soacha a través de la educación artística en una institución educativa local. La investigación se justificó por la necesidad de fomentar la identidad local y el sentido de pertenencia en los estudiantes a través del conocimiento y valoración de su patrimonio. Los resultados revelaron que tanto estudiantes como docentes perciben la educación artística como un espacio idóneo para abordar este tema y que la enseñanza del patrimonio cultural contribuye a una comprensión más profunda y orgánica de la historia local, desafiando las narrativas históricas tradicionales. Se evidenció que los estudiantes desconocen en gran medida la historia precolombina de la región, especialmente la relacionada con los pueblos muiscas. Este vacío en el conocimiento se atribuye a la ausencia de estos temas en los planes de estudio, los cuales se centran en una visión eurocéntrica de la historia. La investigación concluyó que la educación artística es una herramienta eficaz para enseñar y apropiar el patrimonio cultural y que la recopilación de información obtenida puede ser utilizada para desarrollar estrategias pedagógicas que fortalezcan la identidad y la cultura local.
This study explored the teaching of Soacha's cultural heritage through art education in a local educational institution. The research was justified by the need to foster local identity and a sense of belonging among students through the knowledge and appreciation of their heritage. The results revealed that both students and teachers perceive art education as an ideal space to address this topic, and that teaching cultural heritage contributes to a deeper and more organic understanding of local history, challenging traditional Eurocentric narratives. It was evident that students were largely unaware of the region's pre-Columbian history, especially that related to the Muisca people. This gap in knowledge is attributed to the absence of these topics in the curricula, which primarily focus on a Eurocentric view of history. The research concluded that art education is an effective tool for teaching and appropriating cultural heritage, and that the collected information can be used to develop pedagogical strategies that strengthen local identity and culture.
This study explored the teaching of Soacha's cultural heritage through art education in a local educational institution. The research was justified by the need to foster local identity and a sense of belonging among students through the knowledge and appreciation of their heritage. The results revealed that both students and teachers perceive art education as an ideal space to address this topic, and that teaching cultural heritage contributes to a deeper and more organic understanding of local history, challenging traditional Eurocentric narratives. It was evident that students were largely unaware of the region's pre-Columbian history, especially that related to the Muisca people. This gap in knowledge is attributed to the absence of these topics in the curricula, which primarily focus on a Eurocentric view of history. The research concluded that art education is an effective tool for teaching and appropriating cultural heritage, and that the collected information can be used to develop pedagogical strategies that strengthen local identity and culture.
Palabras clave
Patrimonio cultural, Educación artística, Estrategias didácticas, Identidad local, Sentido de pertenencia, Planes de estudio