Revista Interamericana de Investigación Educación y Pedagogía RIIEP
RIIEP Journal is a publication of the Doctorate in Education, appointed to the Faculty of Education of the Vice-Chancellor of the Open and Distance University, Santo Tomás University, which publishes works in educational and pedagogical research ongoing or that are already completed. The journal, founded in 2002, publishes two issues per year with research works that have made significant contributions to the problems in education and society in general. Topics: Education, pedagogy, cultural studies Periodicity: biannual. ISSN: 1657-107X e-ISSN: 2500-5421 DOI: 10.15332/25005421 e-mail: revistariiep@usantotomas.edu.co Indexed in: Latindex, EBSCO(Fuente Académica Plus), REDIB, Redalyc, MIAR, BASE (Bielefeld Academic Search Engine), ERIH PLUS.
Coedición Universidad Nacional Abierta y a Distancia y Universidad Santo Tomás
Regarding copyrights, once the article is accepted and published in the Journal of Inter-American Research, Education and Pedagogy-RIIEP, authors assign to the journal the economic rights, remaining moral rights in the author(s).
Towards a renewed and transformative education in Latin America
Towards a Renewed and Transformative Education in Latin America On the threshold of 2026, RIIEP strengthens its role as a space for intellectual convergence and a reference point for those seeking to transform educational practices through rigorous research and ethical reflection. This issue brings together original research results, systematic reviews, and reflective contributions that, from diverse perspectives, engage in dialogue on training, performance, and educational inclusion in Latin America, highlighting the vibrant diversity and potential of our region to innovate in pedagogy and overcome historical barriers. The context generated by the COVID-19 pandemic has left unequivocal lessons regarding the need to close digital divides, strengthen access to technologies, and rethink academic performance in scenarios marked by inequality. The opening article addresses this issue in the Colombian context, examining institutional strategies and the outcomes obtained by students facing the absence or limited availability of ICTs in training processes. The article underscores the urgency of inclusive public policies and sustained investments that enable substantive equity, especially in rural areas and urban peripheries. Research, Innovation, and Reflection: Pillars of Educational Quality Beyond the technological imperative, this volume explores cross-cutting dimensions such as teacher procrastination and its contemporary impact, student autonomy, and the relevance of measuring factors that influence academic performance in higher education. The plurality of cases analyzed—from the University of Cauca to rural schools in southern Colombia—allows the identification of trends that characterize higher education in the country and provides comparative elements for other Latin American contexts. The development, validation, and application of measurement instruments to prioritize competencies and assess teaching performance reflect the methodological rigor that the RIIEP research community contributes to academic improvement. These studies not only enrich scientific production but also support ongoing enhancement of curricular and administrative conditions in higher education institutions. Particularly noteworthy are proposals devoted to the design of virtual learning objects aimed at strengthening critical reading and quantitative reasoning among students—clear evidence of pedagogical adaptability in response to the challenges imposed by educational digitalization. The analysis of students’ perceptions becomes a key tool for reconfiguring the virtual classroom and consolidating environments conducive to meaningful learning. Rural Education, Sustainability, and Emerging Paradigms This issue includes a study on the perceptions and limitations surrounding the implementation of educational ecotourism in rural schools in southern Colombia—a valuable contribution at the intersection of education for sustainable development, the recovery of local knowledge, and the re-signification of territory as a pedagogical space. This perspective, which transcends traditional curricular content, fosters the formation of an environmentally aware, critical, and active citizenry committed to community well-being and ecosystem preservation. Drawing on the systematization of rural experiences, the volume calls upon teachers, community leaders, and decision-makers to rethink the role of the school in social transformation, acknowledging the autonomy and agency of rural actors and their capacity to generate grassroots educational innovations. Pedagogical Thought: Between Philosophy and Practice The relationship between theory and practice gains prominence in the section of reflective articles, with an analysis of Hannah Arendt’s educational philosophy, which interrogates the formation of humanity and the deeper meaning of education in times of political and social uncertainty. The section also discusses the mandatory versus optional nature of practical activities in distance-learning programs—an increasingly relevant issue in digital and distance education that calls for reorganizing curricular planning while also considering the ethics and well-being of students in new learning environments. Systematic Reviews and Trend Mapping The systematic reviews included address relevant topics such as the implementation of the flipped classroom for problem-solving in secondary education, adolescent mental health and the construction of school–family networks, English-language teaching in higher education, and the state of the art on artificial intelligence applied to mathematical thinking. These studies not only update the scientific landscape but also suggest lines of intervention and priority areas for future research and educational policy. The analysis of the role of "centros de interés" (interest centers) in strengthening assertive communication represents another significant contribution, prompting a reconsideration of interpersonal dynamics in teaching contexts and underscoring the importance of developing communicative competencies for conflict resolution and the promotion of safe and inclusive school environments. Internationalization, Outreach, and Commitment A central axis of this issue is the international articulation of knowledge and the visibility of innovative practices from Latin America. RIIEP reaffirms its purpose of serving as a bridge among researchers, educators, and educational managers in the region and beyond, fostering multidisciplinary exchange and the circulation of knowledge that responds to the challenges of a globalized yet profoundly contextualized education. We extend our gratitude to each author for the quality and diversity of their contributions, to peer reviewers for their critical and constructive insights, and to our readership for their sustained interest and engagement. These works reaffirm RIIEP’s mission as a catalyst for dialogue and educational transformation, driving processes of innovation, quality, and equity across all levels and settings of the inter-American educational system. We invite readers to explore, discuss, and broaden the impact of the findings presented here, convinced of the power of interdisciplinary collaboration, openness to change, and ethical commitment as foundations for a truly human and forward-looking education.
Copyright (c) 2025 Revista Interamericana de Investigación Educación y Pedagogía RIIEP https://creativecommons.org/licenses/by-nc-sa/4.0
Instructor Assessment Literacy and the Implementation of a Student Assessment Methodology in Higher Education
Objective: To examine the relationship between instructors' assessment literacy (IAL) and the reported implementation of formative and alternative assessment methodology (FAAM) adopted at a Colombian university during the COVID-19 pandemic, analyzing how assessment strategies and institutional factors influence both constructs. Method: A survey was administered to 159 instructors addressing topics including benefits and challenges experienced with FAAM implementation, assessment strategies employed, perspectives on student assessment, and background experiences with assessment. Multiple regression analyses were conducted to identify predictors of IAL and FAAM implementation. Results: Assessment strategy use during FAAM implementation emerged as a significant predictor of IAL. IAL was significantly associated with FAAM component implementation. The colleges of Law and Education functioned as significant positive predictors of FAAM implementation. The School of Education demonstrated the strongest institutional influence, serving as a significant predictor of all outcome variables. IAL emerged as both the most influential explanatory variable and the outcome variable with the highest number of significant predictors.Conclusion: Instructors' assessment literacy represents a critical mediating factor in the successful implementation of formative and alternative assessment methodologies during institutional transformations. Disciplinary context, particularly within education and law faculties, significantly influences both assessment literacy development and FAAM adoption, suggesting that assessment reform requires disciplinary-sensitive approaches and comprehensive professional development in assessment practices.
Critical Reading and Quantitative Reasoning in Higher Education: Pedagogical Design and Student Perception of Virtual Learning Objects
Objective: To describe the conceptualization, design, and initial assessment of Virtual Learning Objects constructed to strengthen critical reading and quantitative reasoning competencies in higher education students, acknowledging their positive link to learning and academic trajectory. Method: The design of Virtual Learning Objects was grounded in the TPACK model (Technological Pedagogical Content Knowledge) and incorporated Problem-Based Learning methodology. Forty-eight objects were constructed—24 for each competency—differentiated according to three levels of cognitive development: basic, intermediate, and advanced. Initial assessment was conducted through a survey administered to 108 students. Results: The usability and utility perception survey demonstrated favorable student evaluation of these resources, providing positive indication of their pedagogical acceptability. Conclusion: The Virtual Learning Objects designed demonstrate viability as tools for strengthening critical reading and quantitative reasoning competencies. Future research is required to establish the direct relationship between the use of these objects and effective competency development, beyond perception and usability measurements.
Validation of a scale to measure competitive priorities in higher education
Objective: To validate an instrument for measuring competitive priorities in Higher Education Institutions from the perspective of their stakeholders. Method: The Competitive Priorities Scale in Higher Education was applied to 855 individuals from the Eje Cafetero region. Content validity was assessed through expert judgment, and a confirmatory factor analysis was conducted to estimate construct validity. Internal consistency was evaluated using the omega coefficient. Results: The average content validity index of the items was 0.78 for the total scale. Confirmatory factor analysis indicated a unifactorial structure with good fit across different indices. The scale demonstrated high internal consistency (0.81). Conclusion: For the stakeholders analyzed, the most relevant competitive priorities are quality, flexibility, innovation, and sustainability.
Estimation of autonomy in university students and its relationship with academic performance
Objective. To estimate the level of autonomy among university students in virtual distance learning environments. Method. Descriptive, analytical, and correlational educational research was conducted using a sample of 430 students. The Autonomy Level Scale, consisting of 67 Likert-type items across 7 dimensions, was validated by calculating Cronbach's alpha, Rasch model analysis (Infit and Outfit), and Confirmatory Factor Analysis to determine each item's contribution. Individual autonomy scores were assigned using the Rasch model. Academic performance was measured via average final grades. Results. The Spearman correlation showed that 16 scale items had a positive correlation between autonomy perception and academic grades. The instrument showed overall reliability, although some items required adjustment to better assess average and extreme values. Additionally, 44.88% of students were classified as autonomous. Conclusion. The Autonomy Level Scale is a reliable tool for measuring autonomy in university students in virtual education, with some recommendations for item modification to improve accuracy.
Systematic Review on the Role of Centers of Interest in Strengthening Assertive Communication
Objective: To conduct a systematic review to identify research on assertive communication in school settings. Method: Application of the PRISMA methodology to filter and analyze 18 studies published between 2009 and 2025, complemented by bibliometric analysis. Results: A recent increase in assertive communication research in Latin America was observed, with international visibility concentrated in multicenter studies published in Q1–Q2 journals. Students’ interest in reading fosters active social behavior and improves communication skills, while emotions and motivation strengthen personal relationships and assertive classroom communication. Conclusion: Assertive communication is crucial for consolidating learning, as it facilitates knowledge feedback and interaction between students and their educational environment.
Review of the literature on English language teaching in the context of higher education in Colombia
Objective: To analyze thematic, theoretical, and methodological trends in English Language Teaching (ELT) within Colombian higher education. Method: A documentary research approach was conducted under the PRISMA 2020 framework, selecting a corpus of 30 national academic articles. Results: Two main perspectives were identified: one that views English as essential for competitiveness and academic mobility, strengthening Colombia’s global position; and another, critical stance that reflects on how ELT policies are designed and implemented within the Colombian educational context. Conclusion: ELT in Colombian higher education emerges as a synthesis of concrete pedagogical actions, theoretical reflections, and critical approaches framed within a Decolonial Perspective.
English Language Teaching in Higher education
Review of the Literature on English in Higher Education
Procrastination: a contemporary form of teacher behavior
Objective. To analyze the procrastination behavior of university faculty and its causes. Method. A qualitative descriptive phenomenological study was conducted with 114 public university professors. Results. Professors delay tasks mainly due to problems with organization and time management. They indicate that workload overload and distractions contribute to procrastination in their work. This behavior sometimes affects teaching quality and leads to increased stress and feelings of guilt. Conclusion. Procrastination among university professors is linked to organizational and contextual factors that negatively impact their performance and emotional well-being.
Digital Divide and Academic Performance in Colombia: Access to ICT during the Pandemic
Objective. To analyze the impact of the COVID-19 pandemic on academic performance in Colombia, considering access to computers and the internet as key determinants. Method A cross-sectional combination model was used to compare the academic performance of students with and without simultaneous access to a computer and internet at home during the pandemic period. Results. Students with both technological resources at home scored more than ten points higher on the global scale compared to those lacking them. Moreover, this gap expanded significantly during the pandemic, highlighting the decisive role of home connectivity in the context of remote education. Conclusion. Access to technology proved essential to mitigate learning loss during the pandemic, but at the same time, it deepened preexisting educational inequalities in Colombia.
The flipped classroom for problem solving in secondary education. A systematic review
Objective. To conduct a systematic literature review on the implementation of the flipped classroom (FC) model in developing problem-solving competence in secondary education. Method. A search was conducted in open peer-reviewed databases following a methodological protocol adapted from Booth et al. (2016) and López et al. (2016). The review included 50 studies published between 2015 and 2024. Results. Findings were organized into four analytical areas: model effectiveness, technological tools and resources, implementation challenges and opportunities, and gaps and future research directions. Positive trends were found in academic performance and skill development, alongside methodological limitations and access barriers, especially in Global South contexts. Conclusion. The flipped classroom is a promising educational strategy whose effectiveness depends on resource quality, teacher training, and adaptation to specific contexts.
Objective: To examine Hannah Arendt's thought on education, citizenship, and humanity in order to develop a pedagogy that transcends merely technical or instrumental views of teaching. The article explores how Arendt's work provides essential keys to rethinking education as a political and ethical act oriented toward caring for the world and preparing newcomers to inhabit it. Method: The article employs a hermeneutical methodology through documentary analysis and interpretation of Hannah Arendt's published texts. The analysis is structured across three thematic sections that progressively address the conceptual dimensions of Arendt's pedagogical proposal.Results: The article identifies three fundamental dimensions of Arendtian pedagogy: (1) Education as Intergenerational Responsibility: Education in Arendt's work is characterized by its connection to natality as the power of the new, establishing an intergenerational responsibility toward the world; (2) Pedagogy of Citizenship: The learning of plurality and the capacity for judgment enable participation in a shared world, shaping a citizenship based on the understanding of human diversity; (3)Pedagogy of Humanity: Grounded in hospitality, educational risk, and the recognition of newcomers' freedom, promoting openness toward emerging possibilities. Conclusion: Arendt's pedagogical proposal offers a humanizing horizon sustained by four pillars: responsibility toward the world, trust in natality as the capacity for renewal, the embrace of plurality as a fundamental human condition, and openness to freedom as recognition of newcomers' innovative capacity. This pedagogy transcends instrumental education to constitute itself as an essential political and ethical act for the preservation and renewal of the shared world.
Perceptions and Limitations in the Implementation of Educational Ecotourism in Rural Schools: Evidence from Southern Colombia
Objective: To analyze the perceptions, knowledge, and obstacles faced by teachers at a rural school in Palestina (Huila, Colombia) regarding the curricular integration of educational ecotourism as a pedagogical strategy that promotes environmental sustainability and territorial belonging. Method: A quantitative, cross-sectional, and correlational study conducted with 50 teachers. A structured questionnaire was applied, and data were processed using chi-square tests, hierarchical cluster analysis, and principal component analysis. Results: The level of knowledge about educational ecotourism was found to be significantly associated with teachers' prior training, perception of environmental benefits, and existing institutional barriers. Three differentiated teacher profiles were identified: those who actively apply educational ecotourism strategies, those who show interest but face implementation limitations, and those with low familiarity with the concept. Conclusion: It is necessary to strengthen differentiated teacher training according to the identified profiles, increase institutional support, and promote contextualized curricular integration of educational ecotourism. These findings provide fundamental inputs for designing educational policies and pedagogical practices with a territorial approach in rural contexts.
Factors influencing the academic performance of the Economics Program at the University of Cauca (Colombia)
Objective: To identify personal, socioeconomic, and institutional factors that influence academic performance among Economics program students at Universidad del Cauca (Colombia), representing the first study of this nature conducted at a university located in the country's economic periphery. Method: A stochastic discrete choice model (Probit) was employed using representative information from the Economics program student population, considering the particularities of the social, economic, and political dynamics of the Caucano territory. Results: Mother's education and high socioeconomic status positively influence student academic performance. Conversely, failing courses and belonging to indigenous ethnicity are associated with lower academic performance. The profile of a high-performing student corresponds to a young, non-indigenous woman from high socioeconomic status with a mother having higher educational attainment.Conclusion: Marked gender, ethnic, and socioeconomic gaps exist that affect academic performance in peripheral university contexts. The findings demonstrate the need for differentiated institutional policies that address structural inequalities and promote academic equity in territories with particular socioeconomic dynamics.
State of the Art on Artificial Intelligence andMathematical Thinking: A Systematic Review
Objective: To examine the influence of Artificial Intelligence (AI) on the development of mathematical thinking in educational settings. Method: Systematic review of literature published between 2019 and 2024 through searches in academic databases. A total of 138 articles were identified, and 45 met the inclusion criteria. Results: Three main trends emerged: (1) the use of intelligent tutoring systems to personalize learning, (2) AI-based learning analytics to assess mathematical thinking, and (3) adaptive learning environments that foster mathematical reasoning. Conclusion: AI technologies are transforming mathematics education, providing opportunities for personalized and precise assessment, and opening new directions for future pedagogical research.
"Teacher Is it necessary to attend the lab?" Between institutional perception and student interpretation of practical activities in distance programs.
Objective: To analyze the relevance of conducting in-person practical activities within virtual education programs and to explore students’ perceptions of this institutional requirement. Method: A qualitative approach with a digital ethnographic orientation was applied to examine institutional guidelines regarding practical activities and students’ perspectives on viable alternatives for their implementation. Results: Students reported challenges related to work responsibilities and travel that limited their ability to participate in face-to-face sessions, although they suggested various strategies to meet institutional demands. However, these proposed alternatives may lead to variations in the intended learning goals and interaction processes. Conclusion: It is essential to assess the educational implications of modifying practical activities, particularly when students propose completing them without teacher supervision or in non-traditional learning environments.
Virtual Center for Writing, Language, and Expression as a pedagogical mediation in English language learning
Within the framework of some research projects at UNAD, some academic proposals are being conducted to strengthen the CVELE, a research hub dedicated to supporting professional training in human communication, knowledge management, learning processes, and inclusive education. To give greater scope and address current realities, one of the major proposals in this hub is the implementation of a route for the dynamization of knowledge in English as a foreign language, which facilitates learning in this language from a practical methodology, where the pedagogical practice of teachers in training, their research work and their professional and human training converge. This hub has become a space for immersion in real contexts that provides virtual environments with educational resources, human academic services, impact projects, and events for the socialization of knowledge and internationalization. This route has proven to be an integral, holistic, and effective proposal because it is supported by the state of the art of writing centers, new pedagogical trends, such as pedagogical mediation, and educational technology that is appropriately used to mediate learning and the development of life skills.
Personalization of learning: a key factor for quality
This approach adapts the content, methods and pace of teaching to the unique characteristics of each student, breaking with the traditional, standardized model that has prevailed for decades. Personalization has become a key concept in education due to its potential to improve academic outcomes and student satisfaction, particularly in distance and online education contexts, where interactions are virtual and students require tailored support to progress effectively (Anderson & Dron, 2011, pp.80-97). In this context, personalization contributes not only to academic success, but also to student retention and skill development, fundamental aspects of educational quality. The present research explores the personalization of learning as a key factor for educational quality, analyzing its theoretical bases, technological tools and the role of the teacher in its implementation. In addition, the benefits and challenges of this practice in different educational contexts will be discussed, providing a comprehensive perspective on its impact on the improvement of education.
Análisis bibliométrico de las revistas sobre Innovación Educativa editadas en Latinoamérica
Objective. The aim of this study was to conduct a bibliometric analysis of articles published in 2023 in Latin American journals specializing in educational innovation, in order to identify thematic trends, authors' countries of origin, institutional affiliations, and collaboration patterns. Method. A total of 91 articles published in 2023 were analyzed from the following journals: Revista de Investigación en Innovación Educativa (Mexico), Revista Internacional de Pedagogía e Innovación Educativa (Colombia), Revista Científica de Innovación Educativa y Sociedad Actual (Ecuador), Innovaciones Educativas (Costa Rica), and Revista Peruana de Investigación e Innovación Educativa (Peru). Data were collected on document type, keywords, institutional affiliation, authors' countries, and reported research methodology. The analysis was descriptive and statistical tests were applied to identify significant relationships. Results. Most articles were published by authors from Peru (23.1%), Costa Rica (19.8%), and Ecuador (13.2%), matching the location of the editorial offices. 78% of the authors were affiliated with universities, with a small percentage linked to early and secondary education institutions or governmental entities. Empirical research articles predominated, followed by theoretical reviews and experience systematizations. A significant relationship was observed between the country of the editorial office and the authors' country of origin, with a predominance of local-regional publication. Conclusion. The analysis shows that scientific production on educational innovation in Latin America is concentrated in certain regions and universities, with limited international collaboration. The topics addressed reflect local educational priorities and highlight the need to strengthen collaboration networks and diversify methodological approaches to enrich the field of educational innovation in the region.
The community social imprint in the psychology program: an ethical-political bet of the Universidad Nacional Abierta y a Distancia (UNAD) to build a country
This research proposed to establish a route for the community social imprint (ISC) in the psychology program of the UNAD. Initially, a documentary review and the conversation “UNAD Social and Community Enclave” were carried out in order to recognize the characteristics and foundations of the (ISC). Next, master documents of the psychology program and five syllabi of academic courses were examined to learn how the curriculum reveals the mandate of the (ISC) in its epistemic and methodological stakes. In a third moment, the three elements of the (ISC), product of the initial phase of this research, were presented to the Unadista community in the Regional Inter-systemic Observatory Camps version 2023. Finally, seven focus groups were held with academic actors of the program, taking the partial results of the research as a theme, in order to collectively build a route of the (ISC) in the psychology program.
Infancias conectadas: aprendizajes y significados desde la experiencia digital infantil
The article presents the learning outcomes derived from the active listening of children aged 5 to 6, who, within the framework of a study on the role of technology in early childhood education, express their experiences in the digital world through various forms of language. Throughout the study, it is confirmed that this experience begins at an early age, not only as a social practice and a parenting habit but also as a process strongly influenced by digital symbolic imposition and advertising. Furthermore, the study reaffirms the mediating potential of digital technology in early childhood, the evolution of children's construction of the concept of technology, and the phenomenon of invisible education in the digital world, where children learn implicitly, with little awareness of the learning process.
Inteligencia artificial y aprendizaje personalizado en el siglo XXI
The integration of artificial intelligence (AI) in education has profoundly transformed traditional pedagogical approaches, enabling personalized learning systems that cater to individual student needs. This article examines how AI—through adaptive algorithms, recommendation systems, and educational chatbots—is reshaping learning experiences. The methodology employed is qualitative and exploratory, based on a literature review of recent scientific research. Twenty studies were analyzed that focus on the design, implementation, impacts, and ethical challenges of algorithmic personalization in educational environments. Key findings suggest that AI-based systems enhance academic performance, increase motivation, and promote learner autonomy. However, concerns remain about algorithmic opacity, data privacy, and biases in recommendation models. The conclusions emphasize the need for educational policies that promote ethical and transparent AI usage in learning contexts. The article advocates for a student-centered approach that balances technological efficiency with pedagogical principles and democratic values.
Artificial intelligence as a technopedagogical support for teachers in distance higher education institutions
The objective of this research was to analyze teachers' perceptions regarding the use of artificial intelligence (AI) as support for technopedagogical resources in higher education institutions offering distance learning programs in a virtual modality. This analysis identified key challenges and experiences encountered by educators when interacting with innovative technologies that promote inclusive education. To achieve this, open-ended surveys and a Likert-type questionnaire were administered to 61 teachers working in distance education in the departments of Tolima and Cundinamarca. In light of advancements in the education sector, technological and pedagogical resources—when responsibly integrated—can generate engaging and innovative content for the academic community.
Digital storytelling for safe water: empowering communities through water purification
Digital storytelling, integrating multimedia elements such as images and videos, emerges as a powerful tool for conveying complex information and generating emotional impact. This study explores its application in training public service company officials on water purification. Through a didactic sequence based on the analysis, design, development, implementation, and evaluation model, a strategy was designed that combines interactive digital content and engaging narratives within the framework of a digital educational resource. Validation by experts in education, technology, and chemistry confirmed the relevance of the proposal. The results highlight the need to strengthen competencies related to information and communication technologies, enhance knowledge about water purification among officials, and develop a targeted approach to addressing environmental issues. This strategy is presented as a powerful learning alternative, capable of fostering the adoption of innovative practices and tackling critical challenges in various educational contexts.
Analysis through machine learning on influence of covid-19 on higher education before, during and after pandemic
Data mining, a process of uncovering silent characteristics of big data is one of such techniques which have nowadays become more popular for treating massive volume of data set information. In the current study, we apply a machine learning analysis, one of the data mining techniques to classify grades obtained by students before, during and after Covid-19 pandemic. The results obtained permit us to have a sense of knowing if pandemic affected the grades of the students or helped the students to improve their average. The main objective of this study is to optimize monitoring techniques in a public university located in Colombia which will be very valuable to the government, educators, students, researchers and others involved in understanding seriousness of the problem that Covid-19 present in the education.
Law of origin and normative determinations of the Nation State - Contrasts in the management of the Biocultural Colombia territory from the indigenous approach
In the understanding of the Biocultural Territory from the indigenous peoples in Colombia, the recognition of the individual as part of a “whole nature” is proposed. This vision transcends anthropocentrism, linking the individual in a co-responsibility of being in nature. In this sense, the community character links the ontology of being a community member – fellow inhabitant, product of ideological, social and economic structures that are sustained by their close nature (territory) and contrary to anthropocentric discourse. These dimensions are analyzed from the analogical hermeneutic exercise as an alternative to the Eurocentric discourse, developing a biocultural approach, which is concerned with understanding the law of origin, in the construction of being in nature, incorporating traditional knowledge in the analysis of conditions. that the nation State and supranational policies impose. In this way, the ways in which the inhabiting community in a given territory proposes the management of its own are highlighted.
Ethnochemistry in ancestral knowledge about food in the Cundiboyacense region: a dialogue between past and present
This article aims to highlight the role of ethno-chemistry in food processing within Andean culture, focusing on practices such as corn nixtamalization, Paipa cheese production, and beekeeping, and how these have become part of rural traditions that contribute to the preservation of ancestral knowledge, fostering identity and building more sovereign societies. Information was collected through a database review and subsequent classification of studies related to the production of indigenous foods in Colombia, specifically in the Cundiboyacense region, considering chronology, journal type, authors, and keywords. As a result, the importance of the chemical processes and technologies associated with the production of each example was analyzed, along with reflections on the impact of ancestral practices on the social and economic development of those who still preserve them.
Puracé Epistemology and the Philosophy of Tranquility
Our research seeks to contribute to the renewed process of critical theoretical analysis of the Modernity project, proposing a case study - the Puracé Indigenous Reservation, with which we hope to contribute elements to the understanding of the way in which the multiethnic, pluriracial character is materialized. and multireligious of our country, Colombia; to the ways in which the sociocultural practices of indigenous communities are articulated or disarticulated, with respect to the Rule of Law. This objective will be answered, through the characterization of the Social Imaginary and the representations and narratives that underlie and are constitutive of a “Puracé epistemology”, a process within which the elements of a “Puracé epistemology” will be established, and the ways in which will be shown. This epistemology guides and informs the actions and decisions of the indigenous community in their political struggles and for the conservation of “ancestral territory.”
From the understanding of the biocultural territory to a biocultural policy
The understanding of the Biocultural Territory harmonizes the scientific method with the traditional knowledge of local communities (Afro-descendants, indigenous peoples, farmers and other ethnic peoples). Which implies the conception of a new methodological orientation, which allows describing the ethnic and differential approach in the management of the territory, as support for a political alternative towards a form of democratization of the territory. This purpose is oriented from the philosophy of liberation and decolonial thought, likewise, it is expressed through the exercise of analogical hermeneutics that is proposed as an alternative for balance in the Eurocentric discourse of philosophies, ontologies and epistemes, serving as an instrument methodological for the development of dialogues (interdisciplinary, intercultural and transcultural) as a biocultural study. This biocultural study incorporates traditional knowledge that shapes the management conditions of the inhabiting community in a given territory in balance with “other” Western disciplines; Likewise, it recognizes that one's own thinking considers valid all those spiritual and animistic aspects, detonating energy flows that determine the ways of approaching the community's actions in the territory and the influence of the territory on the cultural heritage. These conditions, product of the analogue, consolidate an idea called biocultural policy.
The Importance of Ethnosciences in the Integration of Scientific and Traditional Knowledge
This article examines the contributions of ethnosciences to the history of science and science education, with an emphasis on Ethnomathematics, Ethnophysics, and Ethnochemistry. The adopted methodology integrates a literature review and document analysis, investigating the interaction between traditional and scientific knowledge. It is argued that ethnosciences act as a bridge between academic science and cultural traditions, enriching both theoretical understanding and scientific practice. It is concluded that the integration of scientific and traditional knowledge not only broadens the scope of scientific research but also makes science more accessible and inclusive, highlighting the relevance of cultural and historical diversity in the expansion of scientific knowledge and science education.