Physics teaching in basic and secondary education from an ethnoeducational perspective in Colombia

This study analyzes the teaching of Physics in ethnoeducational contexts in Colombia, focusing on Indigenous and Afro-descendant communities where the disconnect between curricular content and ancestral knowledge limits culturally relevant education. The research emphasizes the need to integrate scientific knowledge with local epistemologies to promote meaningful learning and cultural identity. A qualitative approach was adopted, combining a documentary review and semi-structured interviews with expert teachers to understand the didactic strategies applied in these contexts. The systematic review was conducted in recognized academic databases between 2014 and 2024, identifying key studies related to intercultural science education, physics teaching, and pedagogical innovation. The analysis employed thematic matrices and validation workshops to triangulate findings, ensuring greater reliability and depth in the interpretation of the collected information. Results show that the inclusion of contextualized methodologies such as ethnophysics, project-based learning, guided scientific inquiry, and the use of digital tools grounded in local narratives improves conceptual understanding, motivation, and student engagement. Likewise, the recovery of ancestral knowledge as a pedagogical resource enables a more inclusive and equitable approach to physics instruction. However, structural limitations persist, such as the lack of teacher training in intercultural pedagogy, insufficient educational materials, and the minimal presence of Indigenous and Afro-descendant epistemologies in the national curriculum. The findings highlight that teaching Physics from an ethnoeducational perspective is both viable and essential to achieving inclusive, equitable, and culturally meaningful education in Colombia, contributing to the decolonization of knowledge and the recognition of diversity as a source of scientific enrichment, while also encouraging sustained collaboration between communities, educators, and institutions to strengthen transformative educational practices.