Fortalecimiento de los vínculos entre familia y escuela a través del rescate de la medicina tradicional como práctica cultural de saberes locales ancestrales, en el departamento del Chocó

Abstract

Families educate from the social and cultural characteristics of the contexts in which they are immersed, in the case of the families of the Chocoan communities, from the tradition of the use of medicinal plants as a legacy of ancestral medicine. For its part, the school educates in institutional contexts in which conceptual knowledge circulates and which, it is hoped, can enter into dialogue with socio-cultural contexts such as the family, the social group and/or the community in general; however, the problem that persists is that gaps and distancing between school and family educational processes are maintained. This problem has motivated the present research to analyze the ways in which the rescue of traditional medicine, as a cultural practice of local and ancestral knowledge, contributes to the strengthening of the links between family and school in the process of identity formation of students. The development of the research project was based on interpretative hermeneutics as an epistemological current and on the case study as a research method; techniques of the qualitative approach were used for the generation and analysis of information (participant observations, semi-structured interviews, focus groups and documentary review). The findings offer reflections to think about possible pedagogical proposals around the transmission of local knowledge of traditional medicine as a cultural legacy of the Chocoan communities. The conclusions of the study position the school as a diverse and multicultural space called to lead and guarantee the transmission of customs and traditions through the deployment of institutional and community processes that, within the framework of the construction of their own education, link families and community leaders in initiatives for the conservation of their ancestral knowledge.

Families educate from the social and cultural characteristics of the contexts in which they are immersed, in the case of the families of the Chocoan communities, from the tradition of the use of medicinal plants as a legacy of ancestral medicine. For its part, the school educates in institutional contexts in which conceptual knowledge circulates and which, it is hoped, can enter into dialogue with socio-cultural contexts such as the family, the social group and/or the community in general; however, the problem that persists is that gaps and distancing between school and family educational processes are maintained. This problem has motivated the present research to analyze the ways in which the rescue of traditional medicine, as a cultural practice of local and ancestral knowledge, contributes to the strengthening of the links between family and school in the process of identity formation of students. The development of the research project was based on interpretative hermeneutics as an epistemological current and on the case study as a research method; techniques of the qualitative approach were used for the generation and analysis of information (participant observations, semi-structured interviews, focus groups and documentary review). The findings offer reflections to think about possible pedagogical proposals around the transmission of local knowledge of traditional medicine as a cultural legacy of the Chocoan communities. The conclusions of the study position the school as a diverse and multicultural space called to lead and guarantee the transmission of customs and traditions through the deployment of institutional and community processes that, within the framework of the construction of their own education, link families and community leaders in initiatives for the conservation of their ancestral knowledge.