Description

This article arises from a study carried out at the San Vicente Educational Institution, Dos Aguas campus, in La Plata, Huila, with the aim of strengthening ancestral knowledge in fourth-grade students, through an intercultural classroom pedagogical project, based on the indigenous knowledge of the Nasa and Misak communities. To determine the problem, analyze it, and, finally, intervene, the qualitative paradigm was used, with a phenomenological approach, oriented from action research, using interviews, participant observation, and discussion groups as techniques. With the identification of the most important ancestral cultural elements, some constructs were obtained towards which the curricular practice was directed, proposing four articulating axes: 1) Intercultural communication, intercultural dialogue, and intercultural encounter; 2) Ancestral cultural identity; 3) Interculturality; and, 4) Intercultural coexistence and intercultural peace, with which the ‘Tierra Ancestral’ project was designed and executed.