Editorial Unimagdalena

Description in English: The struggle of the indigenous Iku people to achieve their own educational model has been, at the same time, the struggle to survive the armed conflict. In response, a bilingual intercultural education approach called ethnoeducation has been implemented since 1989, aimed at meeting the needs of these communities. This perspective is currently being reconsidered due to emerging tensions at the curricular level, given that their schools welcome both indigenous and non-indigenous students. For this reason, the bilingual intercultural pedagogical practices that could be considered from the ecology of knowledge at the Kankawarwa Indigenous and Pluricultural Educational Institution were analyzed, using doubly reflexive ethnography as a research method. It was established that pedagogical practices are developed mainly in Spanish, and that the way non-indigenous teachers teach classes often does not respond to the Iku worldview, nor to the intercultural dynamics that their plural context demands of them. Finally, it is shown how comprehensive peace, based not only on respect for human life but also on respect for nature, can be promoted from school.