Own education of the nasa people: tensions and disagreements against the ethno-educational model adopted by the colombian state to address ethnic-cultural diversity

Abstract

This article derives from research conducted within the framework of the Master's in Latin American Studies at the Universidad Andina Simón Bolívar. It aims to establish the tensions between the ethnoeducation proposal adopted by the Colombian State and the intercultural education developed and implemented by the Nasa indigenous people. Methodologically, a critical qualitative approach was adopted to enhance collective knowledge. Three techniques were used to gather information: 1) semi-structured interviews with individuals involved in indigenous education processes, 2) field notes and work reports from the researcher during their participation in Nasa communities, and 3) a review of bibliographic production by indigenous organizations, as well as academic theses and articles. Subsequently, a documentary analysis was performed based on categories emerging from the research itself, and a critical interpretation was developed with partial participation from the interviewees. The research results indicate that tensions between the indigenous education proposal and ethnoeducation manifest at three levels: i) participation, ii) administration, and iii) unmet agreements.