Potentiate Critical And Intercultural Education/Communication Skills In The Funza Community Cooperative School From The Myska Knowledge Of The Tunjo Community, Bogotá

Abstract

This article arises from the capacity of indigenous peoples to resist and maintain their lifestyles as an alternative to capitalism, loaded with a high educational and  communicative component for learning and teaching processes other than the institutional school. Under this perspective, the objective was to design a pedagogical proposal with the participation of two experts from the Myska community – Youth Experimental Center, from the town of Tunjuelito, Bogotá and their knowledge so that through dialogue with the eleventh grade students of the Funza Community Cooperative School, its communicative dimensions would be enhanced.  generating a critical intercultural encounter. Developed under a paradigm of sociocritical research with a qualitative approach, with I.A.P (Participatory Action Research) methodology and applying four techniques: discussion groups, participant observation, problem tree, photolanguage and community activities, concluding that when learning is offered from critical intercultural dialogue with different social actors, students deconstruct their panorama of reality and enhance their skills communicative to take them to action, moving from passive subjects to actors with the capacity for social agency, traversed by the ancestral knowledge and wisdom of the communities, and internalized through recognition, dialogue, and reciprocal teaching and learning.