Ch’ampas in the pedagogical imaginary of teacher-training students in Cochabamba
DOI:
https://doi.org/10.63688/aprendizaje.v3.i2.48Keywords:
teacher education, intercultural education, Indigenous knowledge, cultural identity, intangible cultural heritage.Abstract
Introduction: Incorporating Indigenous cultural practices into teacher education can strengthen intercultural education, but it may also produce decontextualized representations when practices are separated from their meanings, language, and territory. Objective: To analyze how the pedagogical imaginary of teacher-training students is configured in relation to the Ch’ampas. Methods: A qualitative study with a participatory orientation was conducted at a teacher-training Academic Unit in Cochabamba during 2025. Participants were 26 second-year Natural Sciences: Biology-Geography students. Data were produced through an open-ended survey with one closed item, eight semi-structured interviews, five group problematization sessions, and portfolio records. Results: A total of 76.9% considered learning about the Ch’ampas quite or very useful for their future teaching. This favorable appraisal coexisted with fragmented knowledge of origin, meaning, clothing, language, and territory. Risks of folklorization, concern about intergenerational transmission, and proposals for linking community knowledge with Biology-Geography emerged. Conclusions: The pedagogical imaginary combines strong cultural valuation with insufficient understanding; educational use therefore requires contextualization, community participation, and situated curricular articulation.References
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