Desafíos territoriales y educativos de la comunidad indígena Emberá Katío en la enseñanza intercultural de la ciencia y la tecnología

Armed conflict, forced displacement, and the construction of a hydroelectric dam are some of the issues that highlight and influence the territorial and educational challenges faced by the Emberá Katío indigenous people of Alto Sinú in Córdoba, Colombia, affecting their enrollment in schools where the knowledge taught is not necessarily relevant, as it does not bring their culture closer to teaching, as is the case with the limited integration of science and ancestral technology in teaching and learning processes, as well as in the experience and transmission of ancestral knowledge. References such as Morin (1994, 2011) from the epistemology of complexity, Freire (1993) with popular education, and Walsh (2007) from interculturality, support a theoretical and epistemic framework that enables the integration of ancestral knowledge into scientific and technological education. This research adopts a qualitative and documentary methodological approach based on critical hermeneutics, grounded in the review of scientific articles, institutional documents, and national and international educational policies. The results reveal hegemonic and fragmented school curriculum that ignore indigenous cultural and social contexts and limit the development of skills relevant to their realities. However, contextualized pedagogical, didactic, and curriculum approaches are also identified that articulate cultural and ancestral practices with STEM education, strengthening meaningful learning based on cultural identity. Finally, it is concluded that intercultural education based on the epistemology of complexity promotes curricular justice and peacebuilding in the territories.