Beyond the classroom: Learning landscapes as an engine of symbolic justice for displaced indigenous children in Bogota

Abstract

This reflection article presents a pedagogical experience developed at the preschool level of the Néstor Forero Alcalá Educational Institution District, in Bogotá, which seeks to respond to the barriers to inclusion experienced by indigenous children from the Dóbida community, in conditions of displacement. The purpose was to design and implement an innovative strategy based on learning landscapes to promote active participation, cultural recognition, and the integral development of children from an intercultural, sensory, and situated perspective. The methodology used corresponds to a qualitative approach of a reflective type, based on the systematization of pedagogical experiences through the learning route and stations. The results show that the use of symbolic, narrative, and sensory resources made it possible to strengthen the students' identity, intercultural communication, ecological awareness, and sense of belonging, as well as to articulate ancestral knowledge with basic learning rights. It is concluded that learning landscapes represent a powerful pedagogical alternative to transform traditional teaching practices, promote symbolic justice, and build a more inclusive and culturally relevant school.