Vision of microspaces from the perspective of interculturality in schools

Abstract

In the contemporary school context, cultural diversity and socio-communicative dynamics significantly influence the construction of knowledge. Educational micro- spaces, far from being simple learning environments, are configured as territories of interaction where different epistemologies and pedagogical practices converge. In this sense, the purpose of this research was to generate a socio-educational epistemic construction of micro-spaces from an intercultural perspective within the school context at the Gustavo Villa Educational Institution in Arauca, Colombia. The theories that underpin the research are distinguished by Berger and Luckmann's Social Construction of Reality (1995), Walsh's Critical Interculturality (2009), Bourdieu's Cultural Capital (1986), Santos' Ecology of Knowledge (2018), and Vygotsky's Socioconstructivist Theory (1978). I used a qualitative methodology within the interpretive paradigm, with a descriptive level, exploratory-comprehensive in nature, in order to interpret the meanings assigned to the phenomenon under investigation by the informants or social actors, supported by the hermeneutic method. The research participants consisted of (5) teachers involved in the context under investigation. From the findings, the experiences and perceptions of the teachers reveal that the construction of knowledge in micro-spaces is inseparable from the affective and ethical dimension of educational work. It is concluded that the socio-educational epistemic construction of micro-spaces from an intercultural perspective represents a significant contribution to contemporary educational theory, especially in contexts characterized by cultural diversity and social heterogeneity.