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The current article aims to present the design of an ethno-educational strategy based on the ancestral knowledge of the Emberá Katío ethnic group on caring for the environment for the area of Natural Sciences and Environmental Education of grade 5 primary school, Volador headquarters of the Educational Institution Los Morales de Tierralta, Córdoba. Starting from the interpretive-hermeneutical paradigm, an ethnographic design with a qualitative approach and with the application of observation, interview and focus group techniques, a sample of 14 indigenous students, a Western teacher, two Emberá Katío teachers and five members of the Doza community (the Jaibaná, Alguacil, Herbatero, Hunter and Elder). The result is an ethno-educational strategy with five workshops that emphasize the categories that emerged from the characterization and interpretation of the information: Territory, Medicinal Plants, Food, Chagra and Memories. In conclusion, a strategy is achieved that incorporates a didactic sequence of workshops, with an intercultural perspective, in which the dialogue of knowledge between Natural Sciences and Indigenous Worldviews about nature and the environment is fostered. It is proposed that the workshops be implemented through the reflection-action-participation (rap) method in the area of natural sciences and environmental education of elementary school.

Estrategia Etnoeducativa sobre cuidado del medio ambiente apoyada en saberes ancestrales de etnia Emberá Katío