Desafíos territoriales y educativos de la comunidad indígena Emberá Katío en la enseñanza intercultural de la ciencia y la tecnología
| Pages | 78-88 |
| Date | 01 January 2026 |
| Published date | 01 January 2026 |
| Author | Luis Oviedo-Berrocal,Myriam Ortiz-Padilla,Marlene Zwierewicz |
| Subject Matter | Social Sciences |
TELOS: Revista de Estudios Interdisciplinarios en Ciencias Sociales
ISSN 1317-0570 / ISSN (e) 2343-5763
Vol.
28
(1)
. Enero-Abril
2026
78
Universidad Privada Dr. Rafael Belloso Chacín, Venezuela
DESAFÍOS TERRITORIALES Y EDUCATIVOS DE LA COMUNIDAD INDÍGENA EMBERÁ
KATÍO EN LA ENSEÑANZA INTERCULTURAL DE LA CIENCIA Y LA TECNOLOGÍA
Luis Oviedo-Berrocal
https://orcid.org/0000-0002-4083-4814
Myriam Ortiz-Padilla
https://orcid.org/0000-0001-8964-9428
Marlene Zwierewicz
https://orcid.org/0000-0002-5840-1136
RECIBIDO: 21/09/2025 / ACEPTADO: 26/12/2025 / PUBLICADO: 15/01/2026
RESUMEN
El conflicto armado, el desplaza miento forzado y la construcción de una hidr oeléctrica son algunas de las problemáticas que r esaltan
e inciden en los desafíos territoriales y educativos que atraviesan los indígenas Emberá Katío del A lto Sinú de Córdoba en Colombia,
afectando el ingreso en escuelas donde los conocimientos no necesariamente resultan pertinentes, al no aproximar su cultura a la
enseñanza, como ocurre con la limitada integración de la ciencia y la tecnología ancestral en los procesos de enseñanza y aprendizaje,
así como en la vivencia y transmisión de saberes ancestrales. Referentes como Morin (1994, 2011) desde la epistemología de la
complejidad, Freire (1993) con la educación popular y Walsh (2007) desde la interculturalidad, sustentan un marco teórico y epistémico
que posibilita la integración de los saberes ancestrales en la educación científica y tecnológica. Esta investigación adopta un enfoque
metodológico cualitativo y documental desde la hermenéutica crítica, fundamentado en la revisión de artículos científicos, documentos
institucionales y políticas educativas nacionales e internacionales. Los resultados evidencian cur rículos escolares hegemónicos y
fragmentados que descono cen los contextos culturales y sociales indígenas y limitan el desarrollo de competencias relevantes para
sus realidades. No obstante, también se identifican apuestas pedagógicas, didácticas y curriculares context ualizadas que articulan las
prácticas culturales y ancestrales con la educación STEM, for taleciendo aprendiz ajes significativos desde la identidad cultural.
Finalmente, se con cluye que una educación inte rcultural sustentada en la epistemología de la complejidad promueve la justicia
curricular y la construcción de paz en los territorios.
Palabras claves: Emberá Katío, desafíos educativos, en señanza de la ciencia y la tecnología, interculturalidad, epistemología de la
complejidad.
Territorial and educational challenges of the Emberá Katío indigenous community in intercultural science and technology
education
ABSTRACT
Armed conflict, forced displacement, and the construction of a hydroelectric dam are some of the issues that highlight and influence the
territorial and educational challenges faced by the Emberá Katío indigenous people of Alto Sinú in Córdoba, Colombia, affecting their
enrollment in schools where the knowledge taught is not necessarily relevant, as it does not bring their culture closer to te aching, as is
the case with the limited integration of science and ancestral technology in teaching and learning processes, as well as in the experience
and transmission of an cestral knowledge. References such as Morin (1994, 2011) from the epistemology of complexity, Freire (1993)
with popular education, and Walsh (2007) from interculturality, support a theoretical and epistemic framework that enables the integration
of ancestral knowledge into scientific and technological education. This research adopts a qualitative and documentary methodological
approach based on critical hermeneutics, grounded in the review of scientific articles, institutional documents, and national and
international educational policies. The results reveal hegemonic and fragmented school curriculum that ignore indigenous cultural and
social contexts and limit the development of skills relevant to their realities. However, contextualized pedagogical, didactic, and
curriculum approaches are also identified that articulate cultural and ancestral practices with STEM education, strengthening meaningful
learning based on cultural identity. Finally, it is concluded that intercultural education based on the epistemology of complexity promotes
curricular justice and peacebuilding in the territories.
Keywords: Emberá Katío, territorial challenges, educational challenges, s cience and technology education, interculturality,
epistemology of complexity.
Autor de correspondencia. Candidato a Doct or en Ciencias de la Educación. Facultad de Ciencias Soci ales y Humanas, Doctorado en Ciencias de la Educació n, Universidad Simón Bolívar,
Barranquilla, Colombia. luis.oviedo1@unisimon.edu.co
Doctora en Educación. Directora del Doctorado en Ciencias de la Educación. Facultad de Ciencias Sociales y Humanas, Doctorado en Ciencias de la Educación, Universidad Simón Bolívar,
Barranquilla, Colombia. myriam.ortiz@unisimon.edu.co
Doctora en Educación, Doctora en Psicología. Coordinadora del Programa de Post grado en Educación Básica - PPGEB/UNIARP Brasil (Maestría y Doctor ado). Universidade Alto Vale do
Rio do Peixe (UNIARP), Caçador, Brasil. marlene@uniarp.edu.br
Cómo citar: Oviedo-Berrocal, L., Ortiz-Padilla, M., Zwierewicz, M. (2026). Desafíos territoriales y educativos de la comunidad indígena Emberá Katío
en la enseñanza intercultural de la ciencia y la tecnología. Telos: Revista de Estudios Interdisciplinarios en Ciencias Sociales, 28(1), 78-88.
www.doi.org/10.36390/telos281.08
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