practicas l etnoeducación

Introduction to Ethnographic Educational Research

Overview of the Research Context

• Jonathan Roquem González introduces himself and Emilie Morillo, presenting their ethnographic educational research conducted at the Frasquillo institution in Tierralta, Córdoba.

• The research focuses on a multi-grade classroom with 18 students aged between 4 and 14 years, highlighting the multi-ethnic school environment.

Demographics of the Student Population

• A multivariable matrix was created to analyze student demographics including names, ages, nationality, gender, ethnicity, socioeconomic status, and grade levels.

• Age distribution shows five students aged 4 and 11 (27% each), six students aged 6 (16%), and one student each for ages 8, 9, 10, and 14 (5% each).

• Gender representation indicates that two-thirds of the students are male (67%) while one-third are female (33%).

Ethnic Composition

• The ethnic breakdown reveals six indigenous students representing 33% of the population compared to two non-indigenous students making up the remaining 67%.

Research Questions and Objectives

Central Research Question

• The primary question investigates how interactions occur in a multi-grade classroom with both indigenous and non-indigenous students and their impact on identity construction, coexistence, and learning.

General Objective

• To understand how intercultural relationships among indigenous and non-indigenous students affect identity formation, school coexistence, and learning processes.

Specific Objectives

• Identify interaction forms between indigenous and non-indigenous students.

• Recognize how multiculturalism affects learning processes.

• Explore factors leading to demotivation among indigenous students.

• Propose strategies for promoting intercultural respect within the classroom.

Justification for Ethnographic Study

Purpose of the Research

• This study aims to identify cultural relations in a multi-grade classroom setting affecting both indigenous and non-indigenous identities as well as their learning experiences.

Importance of Understanding Interactions

• Insights from this research can lead to strategies that foster recognition and respect for diverse cultures within educational settings.

Methodology: Activities Conducted

Activity Overview

• Six central activities were designed to observe behaviors related to cultural tensions, identity expressions, collaboration moments among students.

Key Activities Described:

1. Student Characterization Questionnaire:

• Gathered sociocultural characteristics such as age, gender, ethnicity which confirmed coexistence needs in an intercultural context.

2. Cultural Recognition Conversatory:

• Students shared customs like games or traditional foods fostering respect towards diversity through dialogue.

3. Group Bracelet Making:

• Mixed groups worked together showcasing cooperation but also revealing initial cultural tensions that were later resolved.

4. Narration of Myths & Legends:

• Students shared stories from their cultures enhancing mutual understanding through storytelling practices.

Identity and Cultural Integration in Education

Local Experiences and Identity Expression

• Non-indigenous individuals shared local experiences, showcasing how they express their identity and value the narratives of others.

• A collective mural activity allowed students to depict elements representing their identity, preferences, and origins, highlighting cultural recognition within the group.

Activities Promoting Linguistic Diversity

• An activity titled "Who am I or what am I?" involved students writing words on each other's backs, using various languages (indigenous language, Vera, and Spanish), promoting respect for linguistic diversity.

• Data collection utilized educational ethnography techniques like participant observation to analyze daily integrations, behaviors during classes, and group activities.

Systematic Analysis of Findings

• The analysis revealed a diverse age range among students with a higher male average; socio-economic status was categorized as A1 across the population with 33.3% identifying as Veracío ethnicity.

• Key issues identified included pressure to conceal cultural elements, language barriers, low academic participation, demotivation, and risk of school dropout.

Categories of Findings

• Findings were organized into four categories: identity (indigenous students showed shyness regarding their culture), coexistence (noted tensions but improvements through cooperative activities), learning (linguistic diversity created comprehension challenges), and interculturality (activities enhanced respect among students).

Conclusions on Intercultural Coexistence

• Results indicated that cultural diversity directly impacts coexistence and learning; intercultural tensions affect indigenous student identity and participation.

• Conclusively, ongoing pedagogical strategies are essential for fostering intercultural coexistence; joint participation can strengthen respect and integration while protecting indigenous identities in classrooms.