Revista Científica Interdisciplinaria Investigación y Saberes

2022, Vol. 13, No. 1 e-ISSN: 1390-8146

Published by: Universidad Técnica Luis Vargas Torres

How to cite this article (APA):

Castellanos, L., Muñoz, M., Prieto, E. (2023) Impact of Intercultural Roots

on the Strengthening of Peaceful Coexistence. Revista Científica Interdisciplinaria Investigación y

Saberes, 13(1) 98-115

Impact of Intercultural Roots on the Strengthening of Peaceful

Coexistence

Impacto de las raíces Interculturales en el Fortalecimiento de la Convivencia Pacífica

Liceth Nayibe Castellanos Buitrago

Bachelor's Degree in Child Pedagogy, Fundación universitaria Juan de Castellanos,

lcaste24@ibero.edu.co, https://orcid.org/0000-0003-0794-8630

Miguel Ángel Muñoz Rodríguez

Bachelor's degree in early childhood pedagogy, Fundación universitaria Juan de Castellanos,

mmunozr1@ibero.edu.co, https://orcid.org/0000-0001-7360-8760

Edwin Iván Prieto Castillo

Bachelor's degree in early childhood pedagogy, Fundación universitaria Juan de Castellanos,

eprietoc@ibero.edu, https://orcid.org/0000-0001-5549-1132

The research project presented below was carried out at the Luis

Carlos Galán school in commune 4 of the municipality of Soacha,

Cundinamarca. With 5 eleventh grade students. The research focused

on our main objective, which is the impact of intercultural roots in the

strengthening of peaceful coexistence of students in grade 11, that is,

how the socialization of students from different cultures has been

modified by living in the same space in aspects such as violence and

other aspects that derive from it. The research focused on the

research method, participatory action, which as mentioned by

Negrete, 2009, p. 91 intends to "Stimulate positive indigenous values

and start from their own historical, social, economic, political and

cultural reality". It is from this that the way in which the techniques of

information collection will be implemented is structured according to

the objectives defined within the general project, in which the

technique is the interview and the collection Instrument is the

questionnaire, this research route was the one that allowed the results

to be obtained to understand which were the intercultural

characteristics that should be strengthened in the school for peaceful

coexistence. Therefore, the final product of the research was the

Abstract

Received 2022-06-12

Revised 2022-08-22

Accepted 2022-12-23

Published 2023-01-04

Corresponding Author

Liceth Castellanos

lcasate24”ibero.edu.co

Pages: 98-115

https://creativecommons.org/lice

nses/by-nc-sa/4.0/

Distributed under

Impact of Intercultural Roots on the Strengthening of Peaceful Coexistence

Revista Científica Interdisciplinaria Investigación y Saberes , / 2023/ , Vol. 13, No. 1

creation of a physical booklet with pedagogical, didactic and ludic

strategies that gave reason to fulfill the objective of the research

project.

Keywords:

peaceful coexistence, territory, interculturality,

multiculturality.

Resumen

El proyecto de investigación que a continuación se presenta fue

realizado en la institución educativa Luis Carlos Galán, de la comuna

4, del municipio de Soacha, Cundinamarca. Con 5 estudiantes de

grado undécimo. La investigación se enfocó en nuestro objetivo

principal que radica en el impacto de las raíces Interculturales en el

Fortalecimiento de la Convivencia Pacífica de los Estudiantes del

grado 11°, es decir, como la socialización de los estudiantes de

diferentes culturas se han modificado, por habitar en un mismo

espacio en aspectos como violencia y demás aspectos que derivan

de ella. La investigación se centró en el método de investigación,

acción participativa, que como menciona Negrete., 2009, pág. 91

pretende “Estimular los valores autóctonos positivos y partir de su

propia realidad histórica, social, económica, política y cultural.” Es a

partir de ello que se estructura la forma en la que se implementarán

las técnicas de recolección de la información de acuerdo a los

objetivos definidos dentro del proyecto general, en el que la técnica

es la entrevista y el Instrumento de recolección es el cuestionario, esta

ruta de investigación fue la que permitió que se obtuvieran los

resultados para comprender cuales eran las características

interculturales que se deben fortalecer en la escuela para la

convivencia pacífica. Por ello como producto final de la investigación

fue la creación de una cartilla física con estrategias pedagógicas,

didácticas y lúdicas que dieron razón para cumplir con el objetivo del

proyecto de investigación.

Palabras clave:

convivencia pacífica, territorio, interculturalidad,

multiculturalidad.

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Introduction

The educational environment is par excellence a propitious scenario

to promote individual and social development; it is in the classroom

where each individual reinforces his or her identity from the

relationships established with others and with the context. The

educational scenarios of our country are immersed in realities of

immeasurable cultural richness, however, the thematic contents leave

behind the ancestral and cultural rescue, prioritizing some themes or

subjects and the homogenization of knowledge, ignoring (to a certain

extent) the essential of promoting healthy interpersonal relationships

based on respect, tolerance and above all the value of difference.

A proposal arises then oriented to highlight the role of the

educational environment as a privileged space that allows to make

interculturality visible, specifically, it is about an articulation of areas

in which the artistic and cultural samples of the different family and

territorial environments of the students are prioritized, extending it at

the same time to the recognition of the minority cultures of our

country. In this sense we can emphasize that the current research

project, revolves around identifying and strengthening the

coexistence processes in a municipal educational institution,

establishing the relationships that students present with their roots

and how these relationships become a generator of spaces where the

differences and multicultural richness of our country are taken into

account or not, consequently this work is based on making a look at

these intercultural roots that allow the peaceful coexistence of

eleventh grade students of the IE Luis Carlos Galán de Soacha

Cundinamarca.

In this document we will find different sections that will give account

of the process carried out in the development of the research project,

in such sections we will find the title of the project which outlines in a

broad way the subject to be studied, then a contextualization is

presented by way of characterization of the educational institution in

which we will implement the research proposal taking into account its

socio-economic and educational dynamics, later on, the problem

statement is shown, which situates us concretely in the research

problem, together with its objectives (general and specific), followed

by the justification and the theoretical framework where the reasons

Impact of Intercultural Roots on the Strengthening of Peaceful Coexistence

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why it is important to address the educational problems from the

academic, socio-cultural and pedagogical point of view are shown

and supported, and finally the conclusions are presented, where the

results obtained during the different stages of the research project

will be presented.

In the following chapters, the reader will find the entire

methodological component, with the various techniques, processes

and mechanisms used to chart the research course; finally, the results,

conclusions and discussions that could be reached as a result of the

entire research process are presented.

We hope that this text will be of great pleasure to the possible readers

and above all that it will be a representative exercise in the

alternatives that are presented for interaction in the classroom and

the way in which the critical perspective of interculturality allows not

only to cement the dynamics of peaceful coexistence, but also to be

an invaluable source of cultural richness and a very significant

framework for the construction of subjects and communities.

Methodology

The method implemented was qualitative research, as it was

considered the most appropriate for the project since in terms of the

author Hernández Sampieri (2014) "qualitative studies can develop

questions and hypotheses before, during or after the collection and

analysis of data. Often, these activities serve, first, to discover what

the most important research questions are." (p. 7)

Therefore, taking into account that students can change during the

research process, analysis of results and conclusions, it is defined that

this qualitative research model is the most relevant, because, due to

the variability in the subjects of study, this tool offers the possibility of

modifying both the questions and the strategies for the culmination

of our objective.

The data collection technique used was the interview and the

collection instrument implemented was the questionnaire.

It is important to note that this research is situated in the paradigm of

Participatory Action Research understood as one that starts from a

specific question or problem of a population or local group and seeks

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to conduct not an extractive type of research but constructive of new

knowledge (...) sharing the production of knowledge and the

interpretation of the results of the process" (Zapata, 2016, p. 11); the

project is framed in a qualitative approach oriented to the processes

of intercultural recognition and patterns of behavior and coexistence

within the classroom. 11); the project is framed in a qualitative

approach oriented to the processes of intercultural recognition and

patterns of behavior and coexistence within the classroom; for the

development of the same, it will begin with a diagnosis that allows

identifying the family pluriculturality immersed within the

environment, from this an initial approach to the processes of

coexistence, self-concept and interpersonal relationships within the

classroom environment is made. This will be followed by an approach

to the ancestral cultural values of the students' family environments,

to later carry out a broader exploration of manifestations of

territoriality, coexistence and collaborative work in order to bring

students closer to the value of multiculturalism in which we are

immersed. With this recognition of the different multicultural roots of

the students, an intervention exercise will be carried out through

action research aimed at strengthening the processes of peaceful

coexistence within the classroom and the positive valuation of

differences. Finally, a study and/or analysis will be carried out to

account for the progress or variations in the interpersonal processes

and in the characteristics of coexistence within the classroom

environment as a result of the recognition of interculturality and the

valuation of differences.

Results

The first step to reach an optimal analysis of the results is focused on

the approach of the research question, which revolves around; How

to strengthen the coexistence processes in the classroom of the 11th

grade of the IE Luis Carlos Galán, through the knowledge of the

intercultural roots of the students towards the valuation of the

difference and the multicultural richness of our country?We first

review the context of the students (population under study) which

allows us to see that it is the real conditions of the territory and of the

subjects, which should be responsible for guiding the development

of the research, since, being guided by the methodology of PRA we

recognize that, as stated by Fals Borda (2008) the scientific spirit can

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flourish in the most modest and primitive circumstances, that an

important work is not necessarily costly or complicated, nor should it

be a monopoly of class or academia.

It is at this point where we can appreciate that the results yielded by

the information collection techniques and the analysis of the same,

allow us to appreciate that the coexistence processes in educational

environments require par excellence an appropriation of the students'

skills as citizens, since "school coexistence allows the integral

development of children and young people both in their personal

development and in their process of integration into social life, which

implies responsible participation in civic life" (Arón, 2017, p. 14). In

the case of the cultural conditions of the territory of the students of

grade 11 of the IE Luis Carlos Galán, some dynamics are appreciated

that point to cultural differences as dynamizers in constant

transformations, which in turn are responsible for promoting some

negative behaviors of the recognition of differences based on

stereotypes and therefore are not consolidated with the most optimal

forms for the resolution of eventual conflicts.

It is from these findings that we can identify that based on the

expressions of the population under study, one of the ways that best

fits the context, to strengthen the processes of coexistence in the

classroom of grade 11 of the IE Luis Carlos Galán, should be focused

on recognition and positive valuation of the intercultural roots of

students, reflection that leads to the design of the booklet that will be

the product of this research and that will be focused on three main

categories: Territory, coexistence and pacification (conflict resolution)

and interculturality; all of this advocating for a critical interculturalism

that respects diversity, promotes exchange and strengthens values

such as understanding, tolerance and reciprocity, within a

responsibility shared by three fundamental actors: society, family and

school, a process that in turn is immersed in dynamic environments

and realities that make visible the need for the educational pillar

enshrined by UNESCO "learning to live together". (Delors, 1994).

From the exhaustive and critical analysis of the data collection

techniques, we give an order and sequence to the fulfillment of the

objectives of this research project having as main horizon the general

objective: To design proposals of coexistence among students of the

11th grade of the IE Luis Carlos Galán with the use of pedagogical

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strategies that allow the strengthening of peaceful coexistence in the

classroom through the knowledge of their intercultural roots.

To begin with, it is necessary to emphasize that the direct involvement

of the target population in the research process is the most enriching

source of information, since it allows the research group to investigate

and interpret more closely the problems that concern that group. The

synthesizing process and the subsequent analysis of the information

collection instruments allow us to see that according to the

interviewees, it would be effective to incorporate didactic tools in the

group that aim at improving coexistence and the positive valuation of

differences, and it is there where we can see the applicability of the

general objective that guides the present research project: "To

design proposals for coexistence among 11th grade students of the

IE Luis Carlos Galán with the use of pedagogical strategies that allow

the strengthening of peaceful coexistence in the classroom through

the knowledge of their intercultural roots".

To achieve this goal, we start with the specific objectives and analyze

the way in which each of them has been approached:

Objective 1

Identify aspects related to peaceful coexistence from the knowledge

of their intercultural roots: In this sense, it was possible to perceive

through the analysis of the interviews that students recognize the way

in which environments vary according to the presence of one or

several cultures in the same territory, this is how variations in common

activities such as language, family traditions, tastes in variations such

as gastronomy, music, etc., come to light.

Objective 3

Validate the perception of collaborative pedagogical strategies in the

process of peaceful resolution of tensions related to the processes of

appropriation or identification with the territory they inhabit . The

voices of the students referred to the territory allow us to see that it is

the family and social groupings that are responsible for creating

bonds of tolerance or negative valuations of the difference; it can be

analyzed that from the aggregation of individuals with similar

characteristics arise some negative dynamics such as stereotypes and

discrimination, as well as segregation or sectorization that are in turn

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the product of the creation of groups with similar cultural

characteristics.

Objective 4

To evaluate the scenarios of peaceful coexistence and positive

attitudes in the interpersonal development of students through the

valuation of differences: The voices of the students population under

study, allow differentiating the way in which interpersonal

relationships are established from practices such as segregation and

discrimination and the way in which this is modified and varies in a

positive way by giving more validity to the voices of the other, and by

recognizing that the formation of the individual is enriched when

other cultures are considered as a source learning and d elements in

common that can contribute to positive community and school

processes from the positive valuation of differences.

Objective 5

Systematize the results of the outrage to students in order to

consolidate the implementation of the pedagogical proposal that

promotes peaceful coexistence in the classroom overcoming

scenarios of problem situations and conflict within the school

environment : The interpretation and analysis of the results of the

surveys, also allow us to appreciate that the design of the objectives

is appropriate according to the findings, since the students consider

that it is this type of pedagogical and didactic activities of intercultural

training that promote harmonious coexistence environments, within

healthy limits of tolerance, positive valuation of difference and

learning from the cultural roots of other individuals within the same

territory.

Objective 6

To design a pedagogical proposal that favors collaborative work,

strengthening the processes in which students recognize the diversity

and multicularity of both the educational and social environment as a

source of training and/or individual and group enrichment; in this

sense we can see in the light of the opinions collected in the synthesis

of the interviews, that students consider as vital, training processes

regarding the political valuation of differences and dynamics that lead

to a peaceful coexistence within the terms of multiculturalism, cultural

exchange and above all respect for the other. It is essential to

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recognize that Participatory Action Research IAP in education has

marked a significant milestone in the processes of educational and

social intervention in school and community environments, because

as is well known, it is a methodology that seeks the promotion of

critical readings of societies and transformations thereof from the

construction of knowledge and self-analysis, in this methodology

"many coherent efforts come together, to build forms of knowledge

of reality, appropriate to advance intellectual decolonization and

contribute to the structural change of society." (Leal, 2009, p. 28). It

is in this sense, in which it is necessary to recognize the research

scaffolding that has preceded the present research; as well as the way

in which the different elements of these antecedents and those of the

present research can be contrasted.

On the one hand we find the way in which coexistence in the

classroom has been constantly considered as a research topic in the

sector to be addressed (Soacha), this element, which for the present

research composes one of the primary categories of analysis, has had

some previous studies that aim to generate analysis projects

regarding the harmonious interactions of students within the

classroom, such is the case of some of Master's Thesis in the faculties

of education such as those entitled: "Perception of 11th grade

students on the implementation of the peace chair at the Liceo Mayor

de Soacha" and "Social representations of violence at school, of fifth

grade girls and boys of the Institución Educativa Las Villas, Sede Sol

Naciente, of the municipality of Soacha, Cundinamarca" developed

by the Universidad Militar Nueva Granada and the Universidad

Pedagógica Nacional, respectively; As it had been expressed, in the

initial chapters, such investigations have as a common axis the

promotion of "the importance of educating students in the peaceful

resolution of conflicts, respect for human rights, tolerance, peaceful

coexistence, and advancing in the development of citizenship

competencies" (Ramos, 2019).

Based on the analysis of the results and the answers provided by the

population under study, we can highlight that the role of social

representations and the way in which they directly influence the

dynamics of coexistence and the habits that lead to violence are

considered vital in the different lines of research, It is there where it

becomes important to generate actions that link social

representations and experiences of violence within family

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environments, as well as the way in which these prototypes are

echoed in educational environments, often triggering coexistence

scenarios with little acceptance of difference; and there is no doubt

that the educational environment has a leading role in the possible

modifications of the dynamics of coexistence, since, as stated by

Chaves (2015), the educational system is par excellence a socializing

entity and therefore acquires a leading role in the processes of

transformation of behaviors, and it is to this point that is aimed

through the design of the primer for students; As they themselves

stated in their voices in the interviews, it is the ludic and didactic tools

that can have a positive influence to promote peaceful coexistence

and learn to generate positive relationships around intercultural

differences.

Conclusions

The development of this research was framed within some

objectives that supported the path of the same, before it we can

find the essential to delve and give a participatory and

protagonist voice to the population under study; in this sense

we evidenced firsthand, the way in which students perceive the

milestones that exist within their school, social, family and

cultural environments regarding coexistence and the impact

that multiculturalism has on the daily dynamics of each one of

them.

In this sense, it was essential to first identify those aspects

related to coexistence within the students and the way in which

the recognition of cultural roots is part of the generation of

stereotypes when there is no positive valuation of difference.

In this same sense, we find the vitality for a research to deepen

from the design and effective application of data collection

techniques that go hand in hand with the characteristics of the

population under study, so that the collection techniques aim to

strengthen the overall processes of the research and can lead

to positive results that in turn have an impact on the welfare of

the community; In this case, the interviews that were developed

allowed to deepen about the perceptions of collaborative work

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and the way in which students recognize diversity and

multiculturalism as a factor that enables coexistence, but which

in turn requires a pedagogical guide and didactic strategies

aimed at individual and group enrichment through the

recognition of the cultural richness that exists in the variety of

roots within the same educational group.

It is important to emphasize that the development of research

through the participatory action research methodology makes it

possible to recognize the vitality of the opinion and voices of

the population under study, since it is they who are in charge of

directing the way in which the categories of analysis emerge to

consolidate critical research processes and a final research

product aimed at improving the conditions and behaviors of the

group under investigation: and one of the fundamental parts

within a research project in the methodology of participatory

action research consists in the conscious and rigorous

structuring and instruments that allow synthesizing the

collection of information from the population under study, in our

case the systematization consisted in the transcription of the

interviews and the analytical contrast between the voices of the

interviewees and the theory that consolidates the theoretical

framework, this process allows a more rigorous consolidation of

the research process and an optimal organization of the stages

of the process that point to the fulfillment of the objectives

stipulated from the beginning of the research.

The analysis of the findings of the interviews conducted with the

11th grade students of the educational institution allows us to

show the way in which interculturality crosses each of the axes

and categories that structure our research project. We can

evidence the way in which peaceful coexistence is strongly

marked by traits of violence and some characteristics of the

culture and language that define the territory in which students

live and develop their academic activities, in the same way it

was possible to evidence the way in which cultural exchanges

are responsible for permeating the language and daily

behaviors of both students and their family environments, The

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students are constantly concerned about generating

educational and didactic tools that aim at improving the

processes of coexistence and the recognition and respect of the

other, enriched in turn by the learning that can be given to the

customs, traditions, language and artistic manifestations of

other cultures.

One of the analyses we intend to reach is to take for granted

that the students of the educational institution have a basic

knowledge about peaceful coexistence within their school, but

this basic knowledge has not generated significant critical

processes to be implemented in the daily coexistence within the

institution, on the other hand, the educational policies that

prioritize knowledge in areas or exact sciences have reduced the

spaces to generate in the students processes of tolerance and

respect for the other, To a great extent, it can be thought that

the study plans have been given the task of not granting "many"

spaces where students are made aware of the current school

and social situation, the spaces that invite students to be critical,

respectful and tolerant in front of diverse situations, to go

beyond what is given to them in terms of healthy coexistence

and respect for individualities, have been limited.

Therefore, the development and subsequent implementation of

a booklet that deals with the different problems of coexistence

experienced by students in educational communities is

necessary, because as evidenced throughout the development

of this project the existence of many variables involved in

peaceful coexistence in an educational institution; which were

grouped into 3 major concepts, as shown in the analysis of the

validation instruments, these concepts are: 1.The territory in the

school, since it is important to establish whether or not the

students appropriate the territory where they carry out their

daily school activities and how it becomes a generator of spaces

where they are or are not violated. Interculturality in the school,

which is a fundamental axis to analyze the peaceful coexistence

in the school, since the recognition and respect for the different

cultures of our country and neighboring countries, depends

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largely on the good and healthy coexistence not only in

educational institutions but also in a peaceful society. Conflict

resolution at school, because it is undeniable that in an

educational institution there are no conflicts, which are inherent

to any social group, it is important that the student is fully aware

that we can find conflicts at any time and that we must face them

but with a different disposition to use force, such conflicts

should be assumed in a reasonable, tolerant and peaceful

manner, seeking help if necessary from external and neutral

sources that allow the student to solve the conflict in the best

possible way.

This booklet highlights the importance of recognizing ourselves

as unfinished multicultural subjects in a given space, which we

share with other people who retain these characteristics and

who are different. It also highlights the importance of knowing

and recognizing in others an immeasurable richness in terms of

their culture and way of thinking, always having as a

fundamental axis the tolerance towards the unknown and the

different.

In this way we intend to generate one more proposal to improve

peaceful coexistence in educational institutions, an innovative

proposal that attracts the attention of students and allows them

to generate a new culture, a culture of acceptance of others, of

acceptance of the different and above all a lifestyle based on

respect and tolerance that can germinate in educational

institutions and in a society that undeniably needs it.

According to the above, it is important to point out the need to

develop different research fronts to intervene in the various

problems currently present in educational institutions, because

not only problems about healthy coexistence converge, there

are also problems such as respect and tolerance for gender

ideology, gender equity, the rescue of our country's culture, the

recognition of indigenous people, indigenous cultural

restitution, drug addiction problems, depression, among many

others, which not only affect the healthy coexistence in an

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institution, but also the respect and tolerance of the indigenous

culture, among many others, the rescue for the culture of our

country, the recognition for the native people, the indigenous

cultural restitution, problems of drug addiction, depression,

among many others, that not only affect the healthy coexistence

in an educational institution but also affect a large student

population that urgently asks for elements that allow to

intervene in all these situations.

Therefore, it is important to implement different research

projects, aimed at generating striking educational proposals

that involve not only teachers and students, but also their

families, this will allow implementing the different proposals in

a more accurate way and will surely generate a closer

knowledge to the reality of the socio-cultural context of the

students and thus a change in the ways in which students are

assuming so many problems in school.

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