Corpus of Environmental Knowledge, Focus on Bioculturality and its Relationship with Food Sovereignty and Security in the Municipality of Fómeque (Cundinamarca): A Perspective for Intercultural Scientific Education

Abstract

This study is part of the project "Inclusion and recognition of diversity and cultural difference in scientific education, through educational innovations that promote dialogue between Academic Scientific Knowledge (CCA) and Traditional-Local Knowledge (CTL) in and for rural communities. Case studies: Fosca and Fómeque", presented in the Call for the Strengthening of CTeI in Public Higher Education Institutions (IES) 2020 of Minciencias. The initiative has the participation of the research groups INTERCITEC, GEA-UD (Francisco José de Caldas District University), Disciplinary Research in Social Work and Contemporary Trends (College Mayor University of Cundinamarca) and GEA (Technological School Central Technical Institute).
The study analyses the relationship between environmental knowledge, bioculturality and food sovereignty and security in Fómeque, Cundinamarca. Agro-environmental practices in the region reflect a sustainable balance between the natural environment and traditional knowledge, although their incorporation into formal education remains a challenge. Through an intercultural scientific education approach, pedagogical strategies are identified to integrate local knowledge with academic knowledge.
A mixed methodological approach was used, including a documentary review (Álvarez, 2003; Molina-Andrade & Robles-Piñeros, 2022; Maffi, 2005; Toledo & Barrera-Bassols, 2008), focus groups with local experts, and ethnographic observations. In addition, Bibliographic Information Mapping (Molina et al., 2013) allowed for the analysis of trends in intercultural scientific education and food sovereignty.
The findings reveal that oral and community transmission of environmental knowledge contributes to local identity and food self-sufficiency. However, the integration of this knowledge into formal education is limited (Álvarez, 2003; Maffi, 2005; Toledo & Barrera-Bassols, 2008). It is concluded that including bioculturality in formal education would strengthen territorial sustainability and the conservation of biocultural heritage.