(Designing a Philosophy intercultural area plan with didactic mediation from the arts in an ethno-educational context)

Abstract

Given the awareness of the risks of traditional, colonialist, Eurocentric, and monodisciplinary teaching in philosophy, there is a need to think and propose a methodological shift that have an impact on young people, especially those who are part of communities’ minority and ethno-educational contexts. Therefore, the central purpose of this research article is to expose the design process of a philosophy area plan in high school mediated didactically by the arts, with a critical intercultural approach, which in turn seeks to contribute to empowerment and recognition culture of the students of the Educational Institution Humberto Jordán Mazuera, of the city of Cali. It was used a methodological approach derived from the work of Michel Foucault, known as Historical Ontology, which is part of the critical paradigm and which in this case, made use of qualitative research procedures such as interviews focus groups, and characterization of the student population to recognize the diversity present in the classroom and its perception in the face of cultural recognition and the importance of art in their training. As a result of this process, thematic units of the area of philosophy focused on critical interculturality were generated in connection with a great variety of didactic strategies, so that, from art, the teaching of this area of knowledge can generate an impact in the life projects of the students, their families, and their closest community.