Revisión sistemática de literatura acerca de comunidades indígenas muiscas que habitan en el entorno bogotano

Abstract In this systematic review of the literature referring to the Muisca indigenous communities located in urban areas and surrounding areas of the city of Bogotá, significant experiences generated around this community were compiled in order to strengthen knowledge that contributes to studying, analyzing and redefining ancestral knowledge that guides other learning dynamics in the social sciences that transcend the Eurocentric vision. During the research, various articles and studies were addressed that serve as input for this purpose in the school context; the research period spanned from 2005 to 2024. This information was grouped into keywords, and some interpretations and analyses are presented that motivate reflection on the need to promote exercises that address this process Building academic experiences in the social sciences that are shaped by this perspective is imperative for working in this field, which in turn constitutes an invitation to generate future research related to the decoloniality of knowledge and the epistemologies of the South.

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Journal
Aletheia Revista de Desarrollo Humano Educativo y Social Contemporáneo
Published
2025-08-20
DOI
https://doi.org/10.11600/ale.v17i2.855
Primary Topic
Indigenous Cultures and Socio-Education
Type
article
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article

Revisión sistemática de literatura acerca de comunidades indígenas muiscas que habitan en el entorno bogotano

Héctor Fabio Ospina, Fredy Mauricio Romero Contreras
Aletheia Revista de Desarrollo Humano Educativo y Social Contemporáneo
Indigenous Cultures and Socio-Education
article

Revisión sistemática de literatura acerca de comunidades indígenas muiscas que habitan en el entorno bogotano

Héctor Fabio Ospina, Fredy Mauricio Romero Contreras
article en

Abstract

Abstract In this systematic review of the literature referring to the Muisca indigenous communities located in urban areas and surrounding areas of the city of Bogotá, significant experiences generated around this community were compiled in order to strengthen knowledge that contributes to studying, analyzing and redefining ancestral knowledge that guides other learning dynamics in the social sciences that transcend the Eurocentric vision. During the research, various articles and studies were addressed that serve as input for this purpose in the school context; the research period spanned from 2005 to 2024. This information was grouped into keywords, and some interpretations and analyses are presented that motivate reflection on the need to promote exercises that address this process Building academic experiences in the social sciences that are shaped by this perspective is imperative for working in this field, which in turn constitutes an invitation to generate future research related to the decoloniality of knowledge and the epistemologies of the South.

Aletheia Revista de Desarrollo Humano Educativo y Social ContemporáneoVol. 17(2)
Universidad Distrital Francisco José de Caldas (CO), Fundacion Centro De Investigacion De Enfermedades Neurologicas (ES)
Openalex Percentile: Top 73%
Indigenous Cultures and Socio-Education
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