Pedagogical Strategies Mediated by Technology for the Strengthening of

Afro-Colombian Ethno-education in Teachers

..........................................

Estrategias Pedagógicas Mediadas por la Tecnología para el Fortalecimiento de la

Etnoeducación Afrocolombiana en Docentes

Ivon Santos Rios

ABSTRACT

The objective of this study was to implement

pedagogical strategies mediated by technology

for the strengthening of Afro-Colombian

Ethno-education in teachers of the IEDBB of

Bocachica -district of Cartagena de Indias-.

For this purpose, a qualitative research

approach was chosen, based on Action-

Participatory Research, whose informants

were 10 teachers of an Ethnoeducational

Institution. The data collection techniques and

instruments were the semi-structured

interview, participatory observation and

discussion groups. The results showed that the

educational technology strengthened the

critical and reflective sense of the participants

for the strengthening of the ethno-educational

processes in the establishment under

investigation, which is why it was concluded

that the study contributed to the

transformation of narratives and discourses

for a heterogeneous praxis, thought from the

decolonization of pedagogical knowledge.

Received: September 13, 2022

Approved: December 02, 2022

...........................................

Maestría en Educación

Corporación Universitaria

Iberoamericana

Bogotá, Colombia

Isantos1@ibero.edu.co

https://orcid.org/0000-0001-8047-

6612

Pedagogical Strategies Mediated by Technology for the Strengthening of Afro-Colombian Ethno-education in Teachers

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 83-100

Keywords: Intercultural Education,

Pedagogies, Learning Environments,

Technopedagogy and interculturality.

RESUMEN

El presente estudio tuvo como objetivo

Implementar estrategias pedagógicas

mediadas por la tecnología para el

fortalecimiento de la Etnoeducación

Afrocolombiana en los docentes de la IEDBB

de Bocachica-distrito de Cartagena de Indias-.

Para ello se opto un enfoque de investigación

cualitativo, sustentado en la Investigación-

Acción-Participativa, cuyos informantes

fueron 10 docentes de una Institución

Etnoeducativa. Las técnicas e instrumentos de

recolección de datos fueron la entrevista

semiestructurada y la observación

participativa y los grupos de discusión. Los

resultados apuntaron a que la tecnología

educativa fortaleció el sentido crítico y

reflexivo de los participantes para el

fortalecimiento de los procesos etnoeducativos

en el establecimiento objeto de investigación,

razón por la que se concluyó que el estudio

contribuyó a la transformación de narrativas y

discursos para una praxis heterogénea,

pensada desde la decolonización del saber

pedagógico.

Palabras clave: Educación Intercultural,

Pedagogías Propias, Cieberentornos de

Aprendizajes, Tecnopedagogía e

interculturalidad

Pedagogical Strategies Mediated by Technology for the Strengthening of Afro-Colombian Ethno-education in Teachers

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 83-100

Introduction

The construction of a pluri-ethnic State underlies the ideology of the Creole elites, as

well as the precursors of the so-called ethno-racial "whitening" (Juliao et al. 2021).

This process was not established from the historically constructed pluri-ethnicity by

those who possess an indelible cultural imprint throughout time -whose sense of

belonging is reflected as a premise that safeguards a great standard-, but by the pillars

of a conflict perpetrated by colonialism imposed in Latin America and the Caribbean

(Agudelo, 2002). All this is due to the consummated independence from Spanish

imperialism and the imposition of a republican order in the Americas, whose event

emerges from ruling classes that disregarded the ancestral knowledge of social groups

coming from Mother Africa, through forced migratory mobilizations to American

lands.

Taking into account the aforementioned, it is necessary that from the educational

scenario, the teaching staff should go through the dawn of emancipation by uprooting

the strong colonial ballast whose sequels were the construction of Eurocentric

imaginaries, the undermining of Afro-descendant ancestral knowledge, the

dispossession of the territory of Amerindian collectives and the acculturation

perpetrated from slavery. All this in order to re-signify the cultural capital that

culturally differentiated social groups have about their natural environment in order

to take action from the execution of roles that give meaning and significance to their

daily lives (Hernández-Cassiani, 2020). For this, it is important to reinforce in the

educational field a heterodox posture towards the Hispanic forms of domination,

where own epistemologies are strengthened to turn the learner into an epistemic

subject creditor of his referents that shape his culture, identity and subjectivity. In this

sense, it is necessary to specify the social function of Ethno-education as a formative

and participatory social process oriented to the development of ethnic communities,

from the appropriation of their own forces and the construction of the knowledge of

their cultural heritage.

It is worth mentioning that the articulation of Ethnoeducation constitutes the subject

who teaches as "a decolonizing agent of his knowledge," with cultural empowerment,

self-identification and valuation of his ethnicity, which implies a reflection of the

object of study of a postcolonial pedagogy and of the onto-epistemic and

methodological foundations that configure it to verify in the most recondite passages

of history, the understanding of narratives and megarelations of the voices of those

who were condemned to maroonage on American soil. This elucidates a new discursive

lineage in the teaching staff, turning it into the architect of decolonial critical thinking

Pedagogical Strategies Mediated by Technology for the Strengthening of Afro-Colombian Ethno-education in Teachers

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 83-100

in a technological world that today and from all geographical areas, has burst into the

educational field, proof of this is that the use of educational technology in times of

COVID-19, was decisive not only for the investment of technical and technological

resources required by the schools, but also for the good level of expertise needed by

teachers to resume their teaching processes; This was an indicator of continuity for

educational, economic, technological and social management.

According to the above, the present study seeks to articulate pedagogical strategies

mediated by technology to strengthen Afro-Colombian ethno-education, which will be

made possible through the design and implementation of a Virtual Learning

Environment (VLE) Visualization of Multimedia Electronic Content, Virtual Learning

Objects (VLO), reading of learning guides, use of collaborative work tools,

collaborative work and visualization of educational content in booktuber. For all the

above mentioned, the objective of this study is to implement pedagogical strategies

mediated by technology for the strengthening of Afro-Colombian Ethnoeducation in

the teachers of the IEDBB of Bocachica-district of Cartagena de Indias.

Materials and methods

The research was developed from the qualitative approach and was based on the

Participatory Action Research (PAR), whose transformative perspective of the

environment and its emerging actors from their social action, elucidate a change in the

structure and social dynamics. The field work was carried out at the IEDBB of

Bocachica, whose units of analysis were 10 secondary school and high school teachers;

6 women and 4 men aged 35-60 years old.

Results

Table 1. Presentation of results.

Name of the

category found in

the findings

Type

Definition from the voices of the other

Afro-Colombian

cultural heritage

Afro-Colombian

cultural identity

Nominal

"The truth is that we have to relate more with the

community, because that is where the great cultural

heritage is concentrated, such as music, gastronomy, ways

of communicating and seeing the world". "I think we

should get to know the people, their customs and habits to

know what their cultural identity is, the way it is built in

the family to know how we can reinforce it as teachers in

the school." "The cultural heritage is all inheritance that

Pedagogical Strategies Mediated by Technology for the Strengthening of Afro-Colombian Ethno-education in Teachers

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 83-100

Own Pedagogies

Afro-Colombian

Culture

our African ancestors left us, such as their culture, customs

and traditions that today are taken into account." "To get

to know students better we must become very familiar with

their culture and cultural identity, since both indicate to

which social group the subjects belong, know their values,

style due and the way they perceive their reality in order

to have a sense of belonging."

According to the compilation of the informants' concepts, it

is necessary to specify that the cultural heritage is all the

cultural and artistic manifestations that emerge from the

traditions, customs and habits that are transmitted from

generation to generation. For its part, cultural identity is the

ways of life, values, traditions, and symbolism of a society's

own reality that generates a sense of belonging. Therefore,

it is important to build and reinforce, from a decolonizing

perspective, the appropriation of Afro-Colombian cultural

knowledge and identity references to design thematic

content that encourages reflection and a critical sense

during the tour through history.

"I believe that we should integrate our own pedagogies as

traditional teaching practices to recover cultural

knowledge and reflect it in the PEC and in the curriculum,

thus rescuing the culture". "I think that for there to be a

curriculum and a PEC designed from the community, we

must first go to the community and read it to obtain and

transmit the knowledge of an ethnic group." "In order for

all areas of knowledge to have an impact from the teaching

exercise, the culture of the community must be known, to

value the legacy that our African ancestors left us, such as

music, dance, language, which today makes many people

feel identified with African culture". "First of all, it is

important to study the culture of the Afro-Colombian

communities in terms of their way of life, their history and

the ways in which they perceive their reality in order to

understand it in all senses".

According to the informants, the Pedagogías Propias

Propias is the traditional practice that is related to oral and

spiritual processes such as dreams and rituals, to the

example and knowledge of nature and that, consequently,

endow the educational act with meaning and intention. For

its part, Afro-Colombian culture is the group of families of

Afro-Colombian descent that have their own culture, share

a history and have their own traditions and customs that

reveal and preserve the identity that distinguishes them

from other ethnic groups. Taking into account the previous

interventions, it is worth specifying the importance of

selecting a thematic itinerary that contains the mechanisms

of teaching and learning of knowledge in Afro-Colombian

Pedagogical Strategies Mediated by Technology for the Strengthening of Afro-Colombian Ethno-education in Teachers

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 83-100

contexts from a participatory and socio-transformative view

of the territory.

Ethno-educational

curriculum

Community

Education Project

Interculturality

"I think it is the process through which, when the

pedagogical workshops are held at the beginning, during

and at the end of the school year, the thematic guides are

prepared and defined to develop what concerns the school

year with the students". "In this document, the curricula,

area plans, methodological strategies and everything that

is transversal to all areas of knowledge to be put into

practice throughout the school year are consigned." "This

section has to do with everything that has to do with the

Institutional Educational Project, area plans, subjects,

educational projects that respond to a specific context,

taking into account the knowledge of the community. In

order to carry out a coherent ethno-educational practice,

it is necessary to take into account what the educational

community thinks, in this case the elders who are very

rooted in their culture, to design the PEI and its contents,

the institutional philosophy, the mission and vision of the

institution, its pedagogical model, etc.". Well, in fact, the

board of directors should involve the parents in everything

that is included in the educational institution's navigation

chart, because from this action it is decided what the

curriculum will contain and if it responds to everything

that the community considers convenient".

After listening to the voices of the actors, it is important to

design learning guides that contemplate thematic content

based on the Afro-Colombian culture that underlies the

educational community, in order to develop a practice

whose thematic content promotes a critical and reflective

sense in a learning environment equipped with

methodological tools in research, science, technology and

innovation.

"At this time we have to respond as teachers not only to the

social and cultural needs of the Afro-descendant

community, but also to those of the Venezuelan migrant

population, which is why we must make the cultures that

converge in the classroom interact with each other to

promote interculturality". "The interactions between

different cultures in the classroom are what we must aim

at as teachers, since today there are not only Afro-

Colombian students. Today, in Bocachica there is a

considerable Venezuelan population to attend to in terms

of their culture so that ethno-education is focused on

interculturality". "It is something that must be done

permanently, but now we also have to think not only in

education but also in interculturality, because, although

Pedagogical Strategies Mediated by Technology for the Strengthening of Afro-Colombian Ethno-education in Teachers

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 83-100

Decolonial

Discourse

Didactics

Learning

Environments

we have Afro-Colombian students we also have

Venezuelans and that changes things."

Taking into account what was mentioned above by the

informants, it is required that the teaching staff, from their

disciplinary, didactic and discursive knowledge, advocate

for a change in the preparation of their area and class plans,

so that the new contents are adapted to the new realities of

the students, according to historical, cultural, social,

economic, political and environmental aspects.

"As teachers we should, and I say all of us because we have

very little contact with the community, and the opinion of

the community in accordance with all the educational and

pedagogical processes of the educational establishment is

important, especially with the pedagogical ones because it

is precisely there where from our decolonial discourse we

must show the students the other side of the history of our

African ancestors, not to look at them from the

undermining but as a great example of people with

combative spirit who fought for their freedom, but I repeat,

for that we need the support of the community". "In order

to issue a decolonial discourse in education and make it not

to be more of the same or, in the other case, to be confused

with a chair of Afro-Colombian studies, we must integrate

the members of the educational community in everything

that has to do with pedagogical and institutional projects

in the school, in that way the dynamics between teachers,

teachers' directors, students and parents will change

significantly".

According to the above mentioned by the participants, it is

necessary to affirm that teachers need to deconstruct, select

the most important aspects in terms of decolonization of

knowledge, and reconstruct their praxis to promote

teaching processes mediated by dialogue, reflection and

critical sense as bets for transformation and social change.

"We must be more strategic in our teaching, since this way

we awaken the students' interest and motivation to learn,

especially in a culturally differentiated context such as this

one, where the community needs to be included so that they

can contribute with good contributions regarding their

culture. This helps us not only to establish new didactic

strategies so that the students feel more identified with our

teaching, but also to make the classrooms learning

environments covered with Afro-descendant culture and

cultural identity". "It is fair and necessary that as

transformers of the students' realities we begin to

Pedagogical Strategies Mediated by Technology for the Strengthening of Afro-Colombian Ethno-education in Teachers

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 83-100

Pedagogical

innovation

Innovative

didactics

understand it first. This is achieved by studying the context

of the students, their ways of life and their relationship

with their environment; when it is clear how all this is then

apply a new didactic and new learning environments with

which students feel identified and motivated to strengthen

their sense of belonging to their ethnicity".

Based on the above responses of the interviewees, it is

important to opt for the considerations of the community

from the voices of its actors, as a bet for new didactic

strategies that elucidate the improvement of ethno-

educational practice and the conditioning of learning

environments mediated by the cultural constructions of the

Afro-descendant communities.

"The inclusion of ICT would help us a lot to innovate

pedagogically, I am convinced of that, especially because

students are inveterate cybernauts". "Of course yes, that

would transform our teaching work because it would

encourage us to innovative didactics applied to ICT,

obviously without this type of methodology completely

replacing students' attendance in the regular classroom."

"I would like the idea, especially because students would

feel more motivated to learn, and if we talk about that

learning is based on their cultures, I think they would be

more motivated, obviously if as teachers we work as a

team to exchange knowledge about the new innovative

didactics that from pedagogy we need so that students feel

motivated." "Yes, of course, because ICTs are a good

pedagogical resource for the teaching and learning

process, since they facilitate the application of new

innovative didactic trends for the design of new learning

environments". The inclusion of ICT, in addition to

encouraging students to carry out their daily tasks, would

also motivate us to redefine our work by innovating in the

classroom, for the implementation of better teaching

strategies".

From the above it can be seen from the speeches of the

participants, that the ICT revolution marks a transcendental

moment in societies, since these have permeated all spaces

where human beings converge not as external agents, but as

promoters of an active flow in social relations; this shows

that educational and pedagogical innovation allows

teachers to assume decisive changes in the teaching and

learning processes, in order to contribute to the permanent

transformation of social reality, according to their trends,

needs and challenges demanded by the digital world.

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Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 83-100

Technopedagogy

Tecnodidactica

Technocurriculum

"I think so, because, due to the time of the pandemic,

education changed. We had to be absent from school for a

long time and send the guides resolved, we did not live with

our classmates for obvious reasons, and I think that if we

had had an opportunity like the one we had to teach in a

virtual classroom, opting for Technopedagogy with a good

use of Technodidactics, we would have been more

accustomed and motivated to work, But the most

important thing is that now we know that we have this

resource and it is the most important thing" "Teaching and

learning through Technopedagogy are becoming more

and more important, so we could say that

technoeducation, so to speak, is here to stay and more tools

are needed so that we teachers can perform our function

more easily". I believe that this new learning modality is

not intended to replace face-to-face education, because the

teaching of the teacher will always be in both forms, but

rather it is about articulating the two ways of learning so

that the student can develop, in an integral way, his

learning process" "The classroom is and will continue to be

the most appropriate place for teaching, where teachers

and students learn from each other. The cyber classroom

will be an alternative means of knowledge transmission

due to the situation we are going through of Covid-19,

however, it is important that we make the most of

Technopedagogy to learn from each other." "It is

important that virtual teaching and learning be seen as an

opportunity to improve our digital competencies and

adapt them to our practice taking into account that

curricular adjustments are also required. This is why we

would no longer speak of curriculum but of

technocurriculum, because it would change the way of

transmitting knowledge from the ethno-educational work

from the blended, distance and virtual." "I think that the

implementation of collaborative work was very important

for the achievement of competencies in the management of

technology, without a doubt. This implies that we, as

teachers, must devise new technodidactic strategies from

an adequate and constant training on ICT".

The answers given by the interviewees reflect the need for a

new teaching profile; therefore, it is essential to motivate

the teaching staff to acquire the required technological

skills, as well as all those responsible for the academic,

financial and administrative processes, who can also

contribute to this end from their role. However, a change in

the attitude of all educational agents implies a permanent

and complex task that requires an arduous commitment, if

the aim is to bet on an education equipped with the best

Pedagogical Strategies Mediated by Technology for the Strengthening of Afro-Colombian Ethno-education in Teachers

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 83-100

Multimedia

electronic

resources

Didactic sequences

Virtual Learning

Objects

methodological tools for research, science, technology and

innovation. Within this framework, these answers show

that, although classroom work is essential for teaching and

learning processes, the virtual modality can be articulated

with classroom work to create semi-presential learning

communities. Depending on the role of the teacher, student

or administrator, specific needs can be addressed, since its

core is customizable and has a range of possibilities for

enriching technopedagogical knowledge.

"I think that advances in technology have made it possible

to connect and communicate with people anywhere in the

world. It is no longer necessary to travel to another

country to learn about the culture of its people, but to share

in these spaces, read and observe through multimedia

electronic content, to understand that we are both in a

country and in a diverse world where we have to accept

people, value them and respect them for who they are." "I

think it can be a space that, from the design of virtual

learning objects and didactic sequences arranged in a

virtual classroom, we can learn more about our culture

and others, as well as accept them and interact with them

without any problem." "In this case, we need intercultural

Virtual Learning Environments that contain multimedia

electronic resources and didactic sequences that bet on a

new teaching modality, precisely because there are many

young Venezuelans here, in fact, I think we should take

advantage of these teaching methods to learn about

different cultures and interact with them. Today, for

example, we have the Internet and the possibility from this

pedagogical reflection to design, through joint work, a

virtual platform to share our culture and also to interact

with others from anywhere in the world." "There is no

doubt that as professionals we have to continue preparing

ourselves to take on the challenges of the future to learn to

interact in virtual environments, since these have didactic

sequences and virtual learning objects that make it

possible to interact with each other, and contribute to the

improvement of pedagogical processes".

The above statements ratify that the use of VPA and the

design aspects that make it up, seeks to promote

interculturality among ethnic groups, so that these groups

are included in all social processes through an

interdisciplinary approach that responds to their interests

and needs. It should be clarified that the above points of

view also state that, through knowledge, recognition and

mutual appreciation of cultural diversity, an optimal

interlocution is achieved, since this is governed as a

Pedagogical Strategies Mediated by Technology for the Strengthening of Afro-Colombian Ethno-education in Teachers

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 83-100

Ethno-education

through

educational

technology

Resignification of

own jurisdictions

from a

cyberenvironment

fundamental principle to strengthen the relationship

between one's own culture and other cultures.

"This space is very fruitful for me and I also think it is for

my fellow teachers, because knowing that there is a way to

articulate ethno-education with educational technology, or

that allows me to know who I am, where I come from and,

in turn, to know myself even more, makes one more

interested in history and culture, at least I who am of

African descent, I see that one can change the thinking and

find a way to not remember the negative of history to not

always think the bad things that happened to us. In short,

educational technology can be a very enriching academic

resource that, at least for me, would help me improve my

digital skills and teach me to think differently, accepting

myself as I am and accepting others as they are as well."

"It is important to know the history from ethno-education

that we have not been told, and how good it would be

articulating such a process with educational technology to

resignify our own fueros from a VPA, because we have

always been transmitted the idea of what we suffered, but

we have not been told the good we did. Let us remember

that, just as there are hidden passages in the sacred

scriptures, there are also parts of the colonial era that, due

to political and religious influence are still not revealed,

then, we must also take into account what our ancestors

told us in their oral tradition, because there we begin to

know the reality of our culture." "It is a matter of looking,

conceiving ethno-education and educational technology to

perceive in a critical way, the past, the present and the

future of us as Afro-descendants, as Venezuelans, as

indigenous people, to learn to accept ourselves as we are,

and what we can do from our role as teachers to transmit

what we are, where we are from and where we are going

to the children who are the future of Colombia." "I think

that, as peoples that throughout history we were devalued,

that's why to redefine and dignify our own identity, now is

our mission and that could be the cyberenvironments. Here

we will learn to think differently and give value to our

gastronomy, our arts, our knowledge of nature, our native

languages and other forms of expression that make us

unique. It would be a way to learn to accept ourselves and

others in order to put into practice peace among

indigenous people, Venezuelans and Afro-descendants."

The above considerations respond to an act of uprooting

towards the consummated independence from Spanish

imperialism and the imposition of a republican order in the

Americas, whose dominant Creole classes were constituted

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Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 83-100

Knowledge society

B-Learning

Education

E-Learning

Education

as referents of progress, undervaluing the knowledge

coming from Africa and the native peoples of the Americas

that were abruptly acculturated. Therefore, the participants'

points of view denote that the inclusion of ICTs in ethno-

education is an important resource to discuss the steps of

critical thinking, humanization and innovation, as well as to

rethink the multiplicity of social processes that emerge in a

country besieged by precariousness, whose transforming

horizon is elucidated in the promotion of critical thinking

and emancipatory impetus that underlie the motivation for

the knowledge of traditional knowledge that converge in

families, schools and communities.

"As teachers we face the challenge of educating in a time of

change where technology is booming, so I think that

integrating ICT would be an indispensable resource to

continue educating students, the so-called "knowledge

society". Being at the forefront not only means to qualify

as a teacher in ICT, it also implies that we assume the

challenge of knowing how to educate from an innovative

perspective to the so-called "information society" or

"knowledge society". From this we can access new teaching

and learning options that motivate not only teachers, but

also students".

According to the participants' answers, it is important to

affirm that, from virtual and blended learning, the

appropriation of ethno-education implies disposition

through teacher qualification, interdisciplinary work,

transversality and collaborative work, in order to train

current and future generations whose technologized

thinking makes them have an avant-garde thinking.

Therefore, ongoing training processes are important for

teachers to develop a meaningful ethno-educational praxis,

under the auspices of an Afro-descendant community that

safeguards its social structure and strengthens its culture

based on organizational forms, with the preservation of its

ancestral knowledge.

"The master class paradigm can be made more flexible

through the implementation of online education, since it is

an alternative so that from ethnoeducation it would make

the class more interesting by the simple fact of awakening

interest in the students, obviously taking into account that

this type of educational modality cannot replace the face-

to-face, rather it would be a complement to exercise our

trade in a more innovative way." "I think that in this case

we could talk about that a virtual environment could

complement the work that one does in the classroom, that

Pedagogical Strategies Mediated by Technology for the Strengthening of Afro-Colombian Ethno-education in Teachers

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 83-100

is, that a blended learning model or also known B-

Learning, is an alternative of innovation and a

complement to our role." "It would be good to have an

online environment to complement our teaching practice

at home or wherever we are, and our conventional

environment which are the face-to-face classrooms to

continue to personally awaken emotions in our students.

From there we would change the traditional classroom

model, we would take advantage of virtual learning

environments for us and our students, who are very fond

of technology and, in that way, we would take advantage

of all the technical and technological resources available to

the institution to learn more about Afro-Colombian

culture."

From the above statements it can be inferred that teachers

recognize that the inclusion of ICTs would not only be an

opportunity to make the pedagogical task more flexible, but

also a valuable resource that would complement it with the

broadcasting of teaching in virtual scenarios. For this

reason, it would be appropriate to say that teaching and

learning processes supported by ICTs and articulated with

ethno-education would be a bet for the valuation,

recognition and acceptance of the cultural roots that emerge

in Afro-descendant contexts.

In this sense, in accordance with the findings of the present project, it is important to

mention Arias-Ortega and Quintriqueo (2021), who in their research entitled

"Educational relationship between teacher and traditional educator in intercultural

bilingual education", described the educational relationship between the teacher and

the traditional educator in the implementation of Intercultural Bilingual Education

(IBE) in La Araucanía, Chile. Continuing in the Chilean context, it is also necessary to

mention Beltrán-Véliz (2019), who in his research entitled "Teachers' teaching

practices in intercultural contexts: obstacles and challenges", unveiled the factors that

hindered and facilitated teachers' teaching in schools located in intercultural contexts.

On the other hand, León et al. (2020), in their academic dissertation entitled "The

professional performance of university teachers and their preparation for intercultural

education", built a preparation program focused on conflict resolution to improve the

professional performance of university teachers for intercultural education. The

contrast of the research described above elucidates new possibilities and paths for the

resignification of ethno-educational practice, whose methodological and discursive

heterogeneity will become the unavoidable premise of the paradigm shift in teaching

and learning. For this reason, the training of Afro-Colombian teachers must include

Pedagogical Strategies Mediated by Technology for the Strengthening of Afro-Colombian Ethno-education in Teachers

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 83-100

pedagogical and educational purposes that, from the curricula of universities, promote

the decolonization of knowledge to transform being.

Taking into account the research question whose question was based on How can Afro-

Colombian ethno-education be strengthened in the teachers of the IEDBB of

Bocachica through the application of pedagogical strategies mediated by technology?

It was answered from the formulation of the general objective and the traceability and

scope of the specific objectives, proof of this was the diagnostic characterization that

from the applicability of a semi-structured interview was carried out to elucidate the

knowledge about ethnoeducation and educational technology that the teaching staff

conceived, once the opinions of the teaching staff were known, The supply of data

made it possible to design and implement a virtual cyberenvironment to perceive the

interactions of the teaching staff in accordance with the gearing of innovative

resources in said learning space, whose information was compiled in a field diary and,

finally, the evaluation of the Virtual Learning Environment was developed from the

reflective, critical and transforming sense of the participants in the discussion forums,

whose interventions were recorded in a matrix of ideas. On the other hand, according

to the theoretical framework, it can be affirmed that the conceptions of the social

actors involved in the study, ethno-education, the use of educational technology and

its subsequent articulation to improve the teaching work, consists of a public policy

that aims to position intercultural education in all schools in the country, recognizing

the ethnic and cultural diversity of Colombia. This should be linked to the

environment, the productive process, social and cultural process with due respect for

the beliefs and traditions of the groups or communities that make up the Colombian

nationality. Its purpose is to preserve the culture through the process of recovery and

strengthening of the customs and cultural traditions of a community. When discussing

how they conceived ethno-education in their daily work, the actors indicated that it is

put into practice when educating children in ancestral cultural knowledge of the

communities, through the teaching of culture, typical and traditional dances; when the

knowledge of the traditional medicine experts is made visible and all this knowledge

that is held in the community is transmitted from generation to generation. It also

makes visible the appreciation and respect for the environment, by giving Mother

Earth the importance she deserves; it is present when it is recognized that the

community has ancestral cultural practices, deep-rooted policies that make it a

territory different from others. Therefore, education based on the fundamental axes of

an ethnic community, such as the administration, knowledge, appropriation, control,

use and defense of the territory and its cultural heritage, makes it possible to make

visible the maintenance of the cultural elements that identify the communities.

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Regarding the results that underlie the different moments that emerge from the

interview, the participant observation and the evaluation of reflexive character from

the discussion forums, it was possible to elucidate that the interventions of the

participants were the reflection of the change of consciousness at all times, proof of

this was the provision of data that, in a first moment with the application of the

interviews, served as input and/or resources for the design, application and evaluation

of the learning cyberenvironment.

Conclusions

After completing this research, it can be affirmed that the fulfillment of the objectives

was reflected in the learning of the culture of the NARP communities, the

appropriation of the knowledge of these communities, the development of social

relations mediated by respect for cultural differences, the acceptance, identification

and visibility of the ethnic groups' own and autochthonous identities, the impetus of

otherness, otherness, solidarity and recognition of social diversity in culturally

differentiated contexts.

On the other hand, the interaction of teachers on the platform was able to enhance

collaborative work, a situation that was reflected in the participation of teachers in

discussion forums and other academic commitments. Finally, it should be mentioned

that the virtual cyberenvironment was a novel and different strategy for the

participants, since a virtual space was built to dynamize their knowledge. This made it

possible for teachers to be progressively motivated by the search for knowledge, by

their culture and by the culture of their colleagues as agents of change with avant-

garde thinking.

Within the final considerations the above constitutes diverse educational situations

that the health emergency urges, since using the resources that ICTs offer in today's

world, facilitates the achievement of educational purposes in the present and the

future. This requires the implementation of the assets that intercultural education

promotes, in addition to educating the human being according to the characteristics

of the social world that surrounds him, teaching him the importance of otherness to

coexist in a humanizing way with others in the same space.

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