Espacio-temporalidad en la educación propia Nasa
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Universidad de Manizales
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Abstract
La presente investigación tuvo como objetivo interpretar la espacio-temporalidad en la Educación Propia Nasa desde los saberes, las interacciones y las prácticas. La investigación se realizó en el resguardo de Vitoncó-Páez, en el Cauca, haciendo uso del método de investigación cualitativo por sistematización de experiencias. La lectura de la situación educativa propia está orientada por cuatro elementos conceptuales que propone Paulo Freire (2008): lectura de mundo, lectura de saberes, utopía y educabilidad. Se privilegian las voces del Mayor Alirio Ándela, sabedor que comparte la memoria sobre la siembra y crianza de las semillas y enseña la importancia del espacio-tiempo educativo para la permanencia del pueblo en los saberes ancestrales.
Los resultados explican que la educación propia empieza a gestarse desde el vientre fogón. Desde aquí, el espacio trasciende el mundo físico para convertirse en un espacio vivo de armonía con todos los seres de la madre tierra, en donde el tiempo va más allá de una cuenta mecánica para regirse por los caminos que dicta el sol y la luna, los cuales se manifiestan en las expresiones naturales y espirituales que rigen las épocas y las actividades que se vivencian en la comunidad.
The present research aimed to interpret spatio-temporality in Nasa Own Education (Educación Propia Nasa) through knowledges, interactions, and practices. The research was conducted in the indigenous reserve (resguardo) of Vitoncó-Páez, in Cauca, using the qualitative research method of experience systematization. The reading of the own educational situation is guided by four conceptual elements proposed by Paulo Freire: world reading, knowledge reading, utopia, and educability. Priority is given to the voices of Elder (Mayor) Alirio Ándela, a knowledge-keeper who shares memory about the sowing and nurturing of seeds and teaches the importance of the educational space-time for the community's permanence within ancestral knowledges. The results explain that own education begins to take shape from within the hearth-womb (vientre fogón). From here, space transcends the physical world to become a living space of harmony with all the beings of Mother Earth, where time goes beyond a mechanical count to be governed by the paths dictated by the sun and the moon, which manifest in the natural and spiritual expressions that rule the seasons and the activities lived within the community.
The present research aimed to interpret spatio-temporality in Nasa Own Education (Educación Propia Nasa) through knowledges, interactions, and practices. The research was conducted in the indigenous reserve (resguardo) of Vitoncó-Páez, in Cauca, using the qualitative research method of experience systematization. The reading of the own educational situation is guided by four conceptual elements proposed by Paulo Freire: world reading, knowledge reading, utopia, and educability. Priority is given to the voices of Elder (Mayor) Alirio Ándela, a knowledge-keeper who shares memory about the sowing and nurturing of seeds and teaches the importance of the educational space-time for the community's permanence within ancestral knowledges. The results explain that own education begins to take shape from within the hearth-womb (vientre fogón). From here, space transcends the physical world to become a living space of harmony with all the beings of Mother Earth, where time goes beyond a mechanical count to be governed by the paths dictated by the sun and the moon, which manifest in the natural and spiritual expressions that rule the seasons and the activities lived within the community.
