Agencias pedagógicas interculturales en Bogotá: El rol de los dinamizadores en la transición de niñas y niños indígenas de las casas de pensamiento a escuelas distritales

Abstract

The present study focuses on the identification and characterization of intercultural pedagogical agencies in Bogotá, with particular attention to the transition process of indigenous children from the Casas de Pensamiento Intercultural to District Schools, examining the role of intercultural facilitators in this context. Using a descriptive methodology, a semi-structured interview narrated from a biographical-narrative perspective of a member of the Kamentsa community was employed as a tool to gather information about the pedagogical agencies of the facilitators. The analysis reflects on the intercultural challenges that emerge in the transition process, thereby contributing to a broader and more nuanced understanding of the educational landscape in Bogotá. The Casas de Pensamiento Intercultural, which represents the fundamental basis in the preservation of the traditions of the 14 indigenous cultures settled in the capital, and the agencies of the facilitators play crucial roles in the intercultural dialogue mediated around educational structures. Additionally, the challenges and opportunities faced by indigenous communities in the urban context of Bogotá are analyzed from an approach to public policies and community educational projects that support these initiatives. This study ultimately contributes to the knowledge of indigenous education and pedagogical practice, providing critical analyses that broaden the investigative landscape.