REFLECTIONS ON THE TEACHING OF CHEMISTRY IN ETHNOEDUCATION WITH STUDENTS OF THE TICUNA ETHNICITY IN THE COLOMBIAN AMAZON

Abstract

Teaching chemistry in ethno-education contexts is a challenge that a teacher who does not belong to an ethnic group takes on. For this reason, this article aims to review a significant pedagogical experience that took place in the Amazon region of Colombia, with technical students from the Ticuna indigenous community, emphasizing those challenges faced by the teacher who Until now he began his practice in pedagogy and that helped him understand that being a teacher is not only transmitting knowledge to a group of young people, but is also immersing himself in the life of each one of them and understanding that there are different rhythms of learning and that what is taught must be really meaningful for the student. This work was developed under the qualitative approach in the form of testimonial narrative review, since it takes into account the experience lived by one of the authors of the article. Initially, the context in which the educational practice was carried out will be made known, highlighting some particular characteristics of both the students and the region; Next, it will be explained how the chemistry teaching process was in an ethno-educational environment and finally, some conclusions will be given focused on the work of the teacher carried out there, as well as the learning that was had about cultural aspects of the Ticuna ethnic group.