THEORETICAL AND PEDAGOGICAL INPUTS FOR THE JOURNEY: A REFLECTION ON A COMMUNITY-BASED EDUCATIONAL EXPERIENCE DEVELOPED AMIDST A TERRITORIAL DISPUTE IN SOUTHERN BOGOTÁ, COLOMBIA.

Abstract

The purpose of this document is to reflect on the socio-educational process launched by the Techotiva Itinerant School collective in 2021, within the context of the territorial dispute surrounding Bogotá’s Land Use Plan (POT), examining its theoretical and conceptual content regarding territory and the methodological approach through which it was implemented. The document draws on the contents of the certificate program as a basis for analysis and, based on them, is divided into three sections: 1) “An Introduction,” which presents the contextual framework in which the educational process took place; 2) “Methodology,” which presents the methodological background that gave rise to this reflection and explains the methodological foundations drawn from the systematization for carrying out the analytical-reflective process; 3) “The Discussion,” in which the findings are presented and problematized in light of the stated objectives. The conclusion clarifies the three elements comprising the conceptualization of territory in the process and highlights the pedagogical limitations encountered along the way, while expressing the hope that this work will serve as a case study to continue thinking and moving forward in the construction of new socio-pedagogical processes of social intervention.