Prácticas pedagógicas interculturales del docente para la inclusión en aulas afrocolombianas diversas

Abstract

Education in Colombia has one of the greatest structural challenges, which is to direct education toward an educational model and make this visible in classrooms where Afro-Colombian culture is addressed in a folklorized and fragmented way. This article analyzes intercultural pedagogical practices and shows the role that the teacher plays in building inclusion in diverse contexts, placing their work as a central mediator who recognizes this difference. The research, with a qualitative approach and critical-decolonial micro-ethnographic design, was conducted in three official educational institutions in the municipality of Jamundí, in the department of Valle del Cauca, with the participation of 13 actors among them five primary education teachers. Semi-structured interviews, focus groups, and documentary analysis were applied, which were validated through expert judgment and analyzed in Atlas.ti version 23 through open, axial, and selective coding and methodological triangulation. The findings showed that the inclusive teacher has Afro-centered pedagogies, contextualizes the curriculum from the territory, integrates the body and orality as legitimate learning resources, critically reviews materials that reproduce racism, confronts discriminatory discourses, and intervenes before aesthetic racism, which significantly affects the self-esteem of students. It was also found that these practices depend on individual will and are sustained without specific training or institutional support, which has generated teacher burnout. It is concluded that inclusion in diverse contexts demands moving from a functional interculturality that celebrates difference and goes beyond hierarchies, to a critical interculturality that resignifies epistemic authority in the classroom. The intercultural teacher is thus a mediator who justly recognizes knowledge and seeks to clearly repair Afro-Colombian identity.