HISTORICAL-HERMENEUTIC JOURNEY OF TRADITIONAL GAMES THAT SHAPE SCHOOL CULTURE

Abstract

The school culture in Colombia is shaped by historical meanings and practices that intertwine the social relationships of educational communities, in dialogue with the state dynamics promoted by the Ministry of National Education. In the rural educational centers of Caldas, Antioquia, this culture is expressed through the integration of traditional games and the flexible model of Escuela Nueva, whose active methodologies are enriched by pedagogical laboratories and experiences from the environment. From a qualitative, hermeneutic, and historical approach, this essay analyzes how these playful and pedagogical practices have coexisted for over four decades, creating scenarios of collective participation that strengthen the sense of belonging and cultural identity. It addresses concepts, theories, and experiences related to rural school culture, the socio-territorial characteristics of the population, the influences of key authors on educational models for rural areas, and the process of institutionalizing traditional games as a cultural practice. The findings reveal that these expressions are not determined by the formal curriculum but emerge from everyday language, being transmitted generationally as part of community roots. The narratives that arise in school interactions demonstrate an implicit pedagogy that recognizes play as a pillar of learning and coexistence. It concludes that preserving traditional playful practices and recognizing their pedagogical value is essential for strengthening the social and cultural fabric of rural Antioquian schools, promoting contextualized, participatory, and humanizing education.