ETHNOEDUCATION, SELF-EDUCATION, INTERCULTURALITY AND AFRO-COLOMBIAN ANCESTRAL KNOWLEDGE: BY A COMMUNITY-ARTICULATED RESEARCH TEACHER

This article aims to analyze ethnoeducation, self-education and interculturality as key scenarios for strengthening ancestral knowledge and own and intercultural epistemologies, based on a teacher's conception as an articulator of research, community action and teaching, that is, as a carrier epistemic subject and producer of knowledge. In this framework, the historical evolution of ethnoeducation and the construction of a pedagogical discourse that articulates own pedagogies and intercultural pedagogies in scenarios committed to the identity and interculturality of the Afro-Colombian, black, root and palenquera population are examined. The article fully explains the reasons why epistemological obstacles predominate that do not allow the ethnoeducational teacher to connect with ancestral knowledge and make the profile of a teacher committed to the historical project of African descendants practicable and specifically, the strengthening of the sciences of the Afro-Colombian population. Therefore, the contents of the article constitute it: First, a journey through the paths of ethno-education as an identity builder; secondly, the advances and challenges that exist, and thirdly, the problems that affect it and finally the need to reconnect with ancestral knowledge as epistemological foundations of ethnoeducational work.