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It examines the emergence of ethno-educational processes in Latin America, including the term’s conceptualization, objectives, emphasis on political empowerment, cultural preservation efforts, and debates on the need to prioritize pedagogical components.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/cultural-and-intercultural-education-experiences-of-ethnoeducational-teachers-in-colombia-2018-article-4/593823/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/cultural-and-intercultural-education-experiences-of-ethnoeducational-teachers-in-colombia-2018-article-4/593823.png","ImageObject",300,407,{"name":42,"@type":43},"4398046744996","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the article focus on regarding ethno-educational experiences in Colombia?","Question",{"text":63,"@type":64},"It focuses on analyzing the pedagogical component of ethno-educational experiences developed across different Colombian departments.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What research approach is used in this study?",{"text":68,"@type":64},"The study uses a qualitative methodology integrating a systemic explanatory analysis model and content analysis.",{"name":70,"@type":61,"acceptedAnswer":71},"Which groups and outcomes does the article highlight in its results?",{"text":72,"@type":64},"It confirms the importance of Afro-descendant and indigenous peoples’ struggles in strengthening pedagogical processes within Colombia’s ethno-educational proposal.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593823,1792611436,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":11,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":138,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 7 | Article 4 |\n| --- | --- |\n| 2018\u003Cbr>Cultural and Intercultural Education: Experiences of Ethnoeducational Teachers in Colombia.\u003Cbr>Irma A. Flores H.\u003Cbr>Los Andes University, Colombia, [ia.flores24@uniandes.edu.co](ia.flores24@uniandes.edu.co)\u003Cbr>Nancy Palacios Mena\u003Cbr>Los Andes Univesity, [n.palaciosm@uniandes.edu.co](n.palaciosm@uniandes.edu.co) |  |\n\nRecommended Citation  \nFlores H., I. A., & Palacios Mena, N. (2018). Cultural and Intercultural Education: Experiences of Ethnoeducational Teachers in Colombia.. Australian Journal of Teacher Education, 43 (7).  \n[http://dx.doi.org/10.14221/ajte.2018v43n7.4](http://dx.doi.org/10.14221/ajte.2018v43n7.4)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss7/4](http://ro.ecu.edu.au/ajte/vol43/iss7/4)  \nAustralian Journal of Teacher Education  \nCultural and Intercultural Education: Experiences of Ethnoeducational  \nTeachers in Colombia  \nIrma A. Flores H.  \nNancy Palacios Mena  \nLos Andes University, Bogotá, Colombia  \nAbstract: This article focuses on the analysis of the pedagogical  \ncomponent of ethno-educational experiences developed in different  \ndepartments of Colombia. A qualitative methodology that integrated a  \nsystemic explanatory analysis model was chosen for this study  \ntogether with a content analysis of these experiences from a systemic  \npoint of view, in order to consider those educational practices as the  \nexpression of interests, struggles, relationships and social dynamics.  \nThe text includes a fragment on the emergence of ethno-educational  \nprocesses in Latin America and examines the conceptualization of the  \nterm, the objectives, the emphasis given in literature to political  \nempowerment, the struggle for preserving culture, and the debates  \nconcerning the need to focus on the pedagogical component of the  \nethno-educational experience. The results of this analysis confirm the  \nimportance that struggles of Afro-descendant and indigenous peoples  \nhave had in strengthening pedagogical processes in the ethno  \neducational proposal in Colombia.  \nIntroduction  \nAs part ofa process of recognition of the diversity, cultural wealth and contributions of human groups that have been made invisible and excluded from political and economic decisionmaking bodies, from the origin of nations until now, several Latin American countries have created regulatory frameworks that are considered pluriethnic and multicultural.  \nOne concrete action has been the creation of ethno-educational programs for indigenous, Afro-descendants, Rom (gypsy groups), and others to help them preserve their traditions while cultivating intercultural relations that facilitate the assessment and recognition of the abovementioned traditions (Feijoo, Marchesi and Poggi, 2011) .  \nIn Latin America, literature on ethno-education has focused mainly on the analysis of its legal frameworks, its political potential as a tool to claim historically violated rights, and the possibility of advancing in the battle against prejudice and discrimination while achieving the recognition of these expressions by the rest of society. Although these experiences have dealt with aspects related to the curriculum, through the teaching of the language and other concrete strategies for the rescue of the customs and traditions ofthe ethnic groups, very few have delved in the pedagogical and didactic components.  \nVol 43, 7, July 2018 62  \nAustralian Journal of Teacher Education  \nAs far as Colombia is concerned, in addition to the above, the ethno-educational proposals have constituted a scenario for the reconstruction of the social fabric and community links affected by the phenomena of violence and displacement. We believe that by analyzing the pedagogical aspects in greater depth, these aspects can be enhanced. For this reason, we decided to focus on the analysis of the pedagogical component by reviewing 26 ethno","cbCaitOvU4WyrGEm","https://ap.wps.com/l/cbCaitOvU4WyrGEm","pdf",840326,21,"English","# Abstract\n# Introduction\n## Ethno-education policies in Latin America\n# The Emergence of Ethno-Education in Latin America\n## International and regional legal frameworks","[{\"question\":\"What does the article focus on regarding ethno-educational experiences in Colombia?\",\"answer\":\"It focuses on analyzing the pedagogical component of ethno-educational experiences developed across different Colombian departments.\"},{\"question\":\"What research approach is used in this study?\",\"answer\":\"The study uses a qualitative methodology integrating a systemic explanatory analysis model and content analysis.\"},{\"question\":\"Which groups and outcomes does the article highlight in its results?\",\"answer\":\"It confirms the importance of Afro-descendant and indigenous peoples’ struggles in strengthening pedagogical processes within Colombia’s ethno-educational proposal.\"}]","Cultural and Intercultural Education - Experiences of Ethnoeducational Teachers in Colombia - 2018 - Article 4 | PDF",1792077983,53]