Investigación educativa intercultural y epistemologías emergentes para la formación docente: experiencias de la Licenciatura en Etnoeducación e Interculturalidad de la Universidad de La Guajira, Colombia

This article reflects on the experience of the Bachelor’s degree in Ethnoeducation and Interculturality at the University of La Guajira (Colombia). It invites us to open room for reflections that, from an academic perspective, discuss the theoretical and methodological approach of situated formative research. The theoretical corpus includes the Territory-Body-Memory matrix, recognition pedagogy, and epistemic territoriality (Parra, 2013 & 2018) as ontological and epistemic referents of knowledge situated in territories and the bodies that inhabit them. Our dialogue with decolonizing methodologies, added to the experience gained over ten years in the course Multi-Intercultural Contextual Didactics, has consolidated what we call methodological spirality as an anchor for the emerging epistemologies that guide the courses Corporalities and Other Pedagogies, and Degree Project II (VIII and IX semesters). It is, therefore, an ethical and political commitment to move from ethno-education to those other horizons of the possible, based on the knowledge situated in those BodyTerritoryS and MemoryBodyS, historically silenced, where the places, languages and times of memory are posed as an exercise in retribution and recognition of epistemic diversity, and social, cognitive and ecological justice.