Educoidentity: development of a pedagogical approach from successful practices in the Caribbean Region

Abstract

The integration of cultural identity into education presents challenges, especially in the Caribbean Region of Colombia, due to the lack of inclusive policies and coordination among government entities. However, its incorporation is key to preserving cultural heritage and fostering social cohesion. This essay analyzes two successful educational experiences—"Bullerengue Porteño" in Córdoba and "Cabildo Normalista" in Cartagena—to demonstrate how education can serve as an effective means for transmitting cultural identity. From the study of these cases, pedagogical and practical strategies were identified that have strengthened students’ sense of belonging. The Educoidentidad pedagogical approach is based on Freire’s Pedagogy of Dialogue, which fosters critical awareness; Schön’s Critical Reflection, which encourages questioning stereotypes; Vygotsky’s Social Construction of Knowledge, which emphasizes collaborative learning; Piaget’s Constructivism, which promotes active exploration; and Ausubel’s Meaningful Learning, which connects new knowledge with prior experience. In its practical application, this approach includes cultural events, workshops, art and creative expression, interviews, oral storytelling, field research, and the exploration of cultural sites. The combination of oral tradition and written documentation, along with participation in festivals, has strengthened students’ sense of belonging. The main conclusion is that Educoidentidad, by merging theory and practice, facilitates meaningful and lasting learning, connecting students with their cultural heritage and preparing them for its preservation and promotion.