Between the land and science, integrating ancestral knowledge in culturally diverse educational contexts

Abstract

This article examines the need for a holistic and interdisciplinary educational approach that transcends fragmented disciplinary teaching by integrating ancestral and traditional knowledge in areas such as chemistry, language, and anthropology, with the aim of strengthening learning processes in programs related to agriculture and natural sciences. The central objective is to analyze the training practices implemented at BICU University in order to design an interdisciplinary, contextualized, and relevant educational strategy for culturally diverse institutions and universities in rural areas. The research employed a mixed-methods approach, combining qualitative and quantitative procedures for the analysis and interpretation of the collected data. The sample was non-probabilistic and selected by convenience sampling, consisting of six professors from the aforementioned areas, chosen according to defined academic criteria. A combined instrument was used, including open-ended questions and a Likert-type opinion scale, allowing for the examination of perceptions, pedagogical experiences, and evaluative tendencies. The results demonstrate a consensus regarding the importance of incorporating traditional knowledge, indigenous languages, and community practices into the university curriculum, highlighting their contribution to cultural relevance, identity, and sustainability. Likewise, the need to strengthen the intercultural approach in curriculum design and teaching practice was identified, through didactic strategies that integrate scientific knowledge and local wisdom, fostering contextualized and socially responsible educational processes.