El Currículo Situado como Herramienta de Transformación: Una Propuesta Metodológica para Articular el Paisaje Cultural Cafetero en la Enseñanza de las Ciencias Sociales en Colombia

Abstract

This article presents a situated curricular proposal to integrate Social Sciences teaching with the context of the Coffee Cultural Landscape (CCL) in Colombia. The research was based on a socio-critical paradigm and complex thinking to address the problem of decontextualized teaching and the limitations of traditional pedagogy in secondary education. A qualitative approach with a projective field design was adopted. Data collection techniques included semi-structured interviews with teachers and administrators, focus groups with students, and participant observation in classrooms, which made it possible to diagnose pedagogical practices and identify the heritage references of the territory. As a result, a curricular proposal structured into three thematic axes ("Territory and Sustainability", "History, Memory, and Identity", and "Globalization, Economy, and Citizenship") was designed and implemented for ninth-grade students in public educational institutions in Armenia (Quindío). The implementation demonstrated a positive impact on strengthening students' cultural identity, sense of belonging, and historical awareness, while transforming teaching practices toward problem-based learning and classroom research.