Interculturalidad y prácticas educativas de maestros de educación básica en territorios de diferencia cultural en el Urabá antioqueño

The research article explores about territorial and cultural meanings that build the teachers at primary school in territories of difference cultural, affair from as, analyze how the teachers position in circulation the cultural knowledge in their educational practices. The inquiring intends contribution the teachers training in intercultural perspective, from relation between their meanings of territory whit the scholar culture, also search revelated the understanding of interculturality that have the teacher in their vital and educative experience. To this end, we propose an undisciplined methodological posture, a frontier thinking that contributes to the construction of relevant and contextualized educational and pedagogical knowledge, therefore, it is assumed a collaborative action materialized through pedagogical social mapping, with semi-structured open interviews and word spirals, with primary school teachers from two institutions located in the Urabá region of Antioquia. The analysis of the information was carried out through the Territorio/Saberes/Escuela matrix. The findings and results show some relationships, tensions and articulations between the knowledge of the territory and the teachers' educational practices. Also, some of the teachers' meanings about interculturality are revealed from their territorial experiences, an issue that was assumed from their territorialized educational and cultural practices. It is concluded that educational practices are in tension and uncertainty in relation to cultural practices; likewise, interculturality is found as an action that is constructed daily.