Memories that see and hear themselves
Audiovisual mediations to strengthen Mokaná cultural identity in elementary school
DOI:
https://doi.org/10.47666/summa.8.2.4Keywords:
Cultural identity, Mokaná, intercultural education, decoloniality, audiovisual mediationsAbstract
In this paper, a didactic and research framework is proposed to strengthen the cultural identity of the Mokaná Indigenous community among elementary students at Institución Educativa El Concorde (Malambo, Atlántico). This will be achieved through the reflective and creative use of audiovisual tools. The initiative draws on key theories such as critical interculturality and decoloniality, integrating them with elements of media education, information literacy, school ethnography, and audiovisual Participatory Action Research (PAR). The methodology interweaves a hermeneutic–interpretive approach with school ethnography and audiovisual PAR, actively engaging fourth- and fifth-grade students, teachers, and families. Expected outcomes include a greater appreciation of one’s own culture, an expanded sense of identity, and a renewed understanding of the school as a space of memory. The text examines challenges, constraints, and recommendations for the formal integration of this decolonial pedagogical proposal into the education system.
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