Enseñanza para la comprensión: una propuesta didáctica para la apropiación de la etnomedicina con base en el diálogo de saberes en séptimo año de la Unidad Educativa Javier Loyola.

Abstract

The present study aims to promote the appropriation of the ancestral knowledge of ethnomedicine based on the dialogue of knowledge from the didactics of Teaching for Understanding through workshops. This is due to the fact that in the seventh year of Basic General Education of the “Javier Loyola” Educational Unit, the students present little appropriation towards this knowledge. The research is inscribed from a qualitative approach, is interpretive and considers the hermeneutical perspective for the analysis of oral (interviews) and written (field diaries and institutional documents) discourse. In this sense, the results obtained contributed to develop a didactic proposal from the EpC. Considering, the workshop as a methodology to present relationship with these didactics that focuses on understanding and has the following structure: generative topic, comprehension goals, comprehension and evaluation performances. Finally, it is concluded that EpC is an ideal means to enhance the appropriation of this knowledge, since it favors an active, participatory and reflective learning process