Educación patrimonial, interculturalidad y autonomía educativa para Bolivia, desde la ecorregión chiquitana
Abstract
Resumen: Este texto está contextualizado en la ecorregión chiquitana de Bolivia, un lugar del mundo que alberga riqueza cultural y natural de gran valor para la humanidad, cuyo patrimonio cultural y natural necesita ser resguardado desde los sistemas de transferencia educativo-cultural, más allá de las políticas de patrimonialización estatal centralista, requiriendo políticas descentralizadas que operativicen recursos para el resguardo y transferencia sistemática de todo el patrimonio. El diseño de este estudio es mixto, con predominancia cualitativa; se realizaron entrevistas dialógicas a 4 generaciones de ciudadanos que ejercieron el profesorado (1970, 1980, 1990, 2000), y se aplicó un test validado por expertos internacionales, sobre patrimonio cultural a 500 profesores del sistema educativo boliviano actual, para recoger las muestras en relación a las prácticas didácticas y diversas concepciones de la educación en el siglo XXI, considerando las intermediaciones de las tecnologías de información y comunicación y la cultura a escala humana. El resultado de la investigación es un análisis crítico e interpretativo, que permite identificar un mapa de acción en políticas culturales desde la educación patrimonial.
Abstract: This text is contextualized in the Chiquitana ecoregion of Bolivia, a place in the world that houses cultural and natural wealth of great value for humanity, and whose cultural and natural heritage needs to be safeguarded from the educational-cultural transfer systems, beyond the centralist state heritage policies, decentralized policies are required to operationalize resources for the safe guarding and systematic transfer of all heritage. The design of this study is mixed, with qualitative predominance; dialogic interviews were conducted with 4 generations of citizens who worked as teachers (1970, 1980,1990,2000), and a cultural heritage testwas applied to 500 teachers of the current Bolivian educational system, to collect samples in relation to didactic practices and understandings of education in the XXI century, considering the intermediaries of information and communication technologies and culture on a human scale. The result of the research is a critical and interpretative analysis, which allows identifying a map of action in cultural policies from heritage education.
Abstract: This text is contextualized in the Chiquitana ecoregion of Bolivia, a place in the world that houses cultural and natural wealth of great value for humanity, and whose cultural and natural heritage needs to be safeguarded from the educational-cultural transfer systems, beyond the centralist state heritage policies, decentralized policies are required to operationalize resources for the safe guarding and systematic transfer of all heritage. The design of this study is mixed, with qualitative predominance; dialogic interviews were conducted with 4 generations of citizens who worked as teachers (1970, 1980,1990,2000), and a cultural heritage testwas applied to 500 teachers of the current Bolivian educational system, to collect samples in relation to didactic practices and understandings of education in the XXI century, considering the intermediaries of information and communication technologies and culture on a human scale. The result of the research is a critical and interpretative analysis, which allows identifying a map of action in cultural policies from heritage education.
Description
Vol. 26, No. 48