Ethnopedagogical proposal for cultural identity and territorial sustainability

Abstract

The research addresses the problem of professional training in Yanakuna communities, characterized by the lack of educational continuity, the weakening of ancestral knowledge and the loss of cultural identity. The main objective is to propose ethnopedagogical guidelines that integrate ancestral knowledge and contemporary knowledge in the context of the Yanakuna Chagra. The theoretical framework is based on the postulates of the dialogue of knowledge and ethnographic approaches that allow understanding cultural practices from the perspective of the communities. The methodology employed is qualitative, using techniques such as participant observation, in-depth interviews and focus groups to collect experiences and perceptions of the Yanakunas. The main results include the creation of pedagogical modules that address issues such as interculturality, autonomy, sustainable management of natural resources and ancestral cosmovision, promoting meaningful learning and strengthening Yanakuna cultural identity. In conclusion, the proposed guidelines seek to revitalize ancestral knowledge, empower communities to face contemporary challenges and, by integrating this knowledge, contribute to the strengthening of cultural identity and territorial sustainability.