Editorial Unimagdalena

Description in English: In Colombia, indigenous peoples do not receive an education relevant to their culture, worldview, and sociocultural context. The challenge is, therefore, to provide lessons that revive, respect, and promote their cultural identity, traditions, and customs. For this, school in ancestral territories must be closely related to biosphere, social development, and oral legacy to consolidate their identity. Furthermore, when reflecting on the health practices of indigenous peoples from the Sierra Nevada de Santa Marta, it is concluded that such folk knowledge stigmatized by Western society connote other ways of accessing health in environments of comprehensiveness, family union, and community reciprocity. Here, knowledge dialogue is central, which leads to enjoy the benefits of both Western and traditional medicine. Consequently, the debate around the health education episteme takes place, in which school is presented as a formative alternative that fosters values and principles for an intercultural society and characterized by the proximity of its members to problems and demands arising from day-to-day dynamics. This guarantees access to quality, updated, contextualized health that continues over time and in the space where one is born, lives, and intends to die.