Currículo y afrocolombianidad en la formación pedagógica de estudiantes de etnoeducación en dos universidades de Colombia

In recent decades there has been an interest in claiming Afro identity in different social, political and educational settings, thus opening ways for the inclusion of their cultural and pedagogical knowledge in the construction of curricula and curricula for teacher training and professionalization. In this sense, this article proposes to analyze the curriculum of the university regarding the pedagogical formation of students of ethnoeducation in Afro-Colombian society, taking as referents the Educational Projects of the Program of Ethnoeducation of the Universities of La Guajira and Tecnológica of Pereira. For this purpose, a documentary design was used that consisted of the approach of different secondary sources of information (books, research projects, theses, monographs) and other forms of textual production of knowledge. Among the main results, we can highlight the foundation of the curriculum of the Universities of La Guajira and Pereira, where the first indicates that the curriculum is based on the socio-cultural reality of the region and the department, and the second exposes that the curriculum proposal is oriented in the affirmation of ethnic and cultural identity, and the valuation between ancestral knowledge and science, between the philosophy and the ethnic thought of the communities.En las últimas décadas se ha generado un interés por reivindicar la identidad afro en distintos escenarios sociales, políticos y educativos, abriendo así caminos para la inclusión de sus saberes culturales y pedagógicos en la construcción de currículos y planes de estudios para la formación y profesionalización docente. En este sentido, el presente artículo propone analizar el currículo de la universidad en cuanto a la formación pedagógica de estudiantes de etnoeducación en la afrocolombianidad, tomando como referentes los Proyectos Educativos del Programa de Etnoeducación de las Universidades de La Guajira y Tecnológica de Pereira. Para ello se utilizó un diseño documental que consistió en el abordaje de distintas fuentes de información secundarias (libros, proyectos de investigación, tesis, monografías) y otras formas de producción textual de conocimientos. Entre los principales resultados se puede destacar la fundamentación del currículo del programa de las Universidades de La Guajira y de Pereira, en donde la primera indica que el currículo se basa en la realidad sociocultural de la región y del departamento, y la segunda expone que la propuesta curricular está orientada en la afirmación de la identidad étnica y cultural, y la valoración entre el conocimiento ancestral y la ciencia, entre la filosofía y el pensamiento étnico de las comunidades.In recent decades there has been an interest in claiming Afro identity in different social, political and educational settings, thus opening ways for the inclusion of their cultural and pedagogical knowledge in the construction of curricula and curricula for teacher training and professionalization. In this sense, this article proposes to analyze the curriculum of the university regarding the pedagogical formation of students of ethnoeducation in Afro-Colombian society, taking as referents the Educational Projects of the Program of Ethnoeducation of the Universities of La Guajira and Tecnológica of Pereira. For this purpose, a documentary design was used that consisted of the approach of different secondary sources of information (books, research projects, theses, monographs) and other forms of textual production of knowledge. Among the main results, we can highlight the foundation of the curriculum of the Universities of La Guajira and Pereira, where the first indicates that the curriculum is based on the socio-cultural reality of the region and the department, and the second exposes that the curriculum proposal is oriented in the affirmation of ethnic and cultural identity, and the valuation between ancestral knowledge and science, between the philosophy and the ethnic thought of the communities.Revista Sapientía Vol.12. No. 23, junio de 202