Emancipatory Ethnoeducative Pedagogical Model "Pedagogical Champalanca" generator of intercultural-territorial integration in the EI the Union of Bajirá-Chocó Modelo Pedagógico Etnoeducativo Emancipador “Champalanca Pedagógica” generador de integración intercultural-territorial en la IE la Unión de Bajirá-Chocó Pedagogía interculturalidad

Abstract

This article seeks to understand the emancipatory ethno-educational pedagogical model "Champalanca Pedagógica" and its effects on intercultural-territorial integration in the EI the Unión de Bajirá-Chocó, the qualitative methodology was used, with a descriptive approach, where the techniques of pedagogical workshop and semi-structured interviews through remote prespecialty (via WhatsApp audio) to comply with social distancing due to the COVID-19 pandemic. As a result, four (4) categories were identified in the application of the model in question: pedagogy, coexistence, conflict, context, managing to understand: First, the components of the model. Second, the classroom practices by the teachers in the aforementioned institution. Third, the difficulties and strengths presented in the implementation of said pedagogical champalanca model in relation to education in and from interculturality and diversity; Finally, it is confirmed that the pedagogical Champalanca model is a generator of intercultural integration in the EI La Unión de Bajirá and the implementation of intercultural education as a strategy of intercultural integration in a culturally diverse context is recommended.