Imaginarios sociales afrodescendientes en estudiantes de séptimo grado y diseño de una estrategia didáctica decolonial en Policarpa, Nariño

Omary Alexandra Chaves Molina

doi:10.22490/28057597.11133

Vol. 6 No. 1 (2026)

Published 2026-06-30

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Artículo de investigación científica y tecnológica

Afro-descendant Social Imaginaries among Seventh-Grade Students and the Design of a Decolonial Didactic Strategy in Policarpa, Nariño

DOI: https://doi.org/10.22490/28057597.11133

Omary Alexandra Chaves Molina Institución Educativa Santa Cruz, Policarpa, Nariño

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Abstract
References

The Afro-descendant cultural identity faces processes of invisibilization in Colombian educational institutions, perpetuating social imaginaries that limit its recognition and valuation. This article presents the results of qualitative research with a hermeneutic approach carried out at the Institución Educativa Santa Cruz, in Policarpa, Nariño. The purpose of this article is to analyze the social imaginaries of African descent among seventh-grade students at Santa Cruz School, to inform the design of a social studies teaching strategy aimed at reframing these imaginaries from a decolonial perspective. This allowed the identification of established social imaginaries that include stereotypes, folklorization, internalized racism, school exclusion, and emerging social imaginaries, which highlight orality as a basis of knowledge, ancestral knowledge related to the territory, and cultural resistance practices. The analysis of the seventh-grade social sciences curriculum showed the invisibilization of Afro-descendant contents and Eurocentric approaches. Based on these findings, the didactic strategy "cartographies of the voice: resignification of imaginary and Afro-descendant knowledge" was designed, based on Project-Based Learning with a decolonial approach. It was also revealed that social imaginaries function as tools of power that accept racial hierarchies.

keywords: Cultural identity, Interethnic relations, Social science education

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How to Cite

Chaves Molina , O. A. (2026). Afro-descendant Social Imaginaries among Seventh-Grade Students and the Design of a Decolonial Didactic Strategy in Policarpa, Nariño. EducAcción Sentipensante, 6(1), 37-47. https://doi.org/10.22490/28057597.11133

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