Pedagogical strategies in geosciences: connecting the academy, ancestral knowledge, and women potters in a post-pandemic scenario Estrategias Pedagógicas en Geociencias: conectando la academia, el conocimiento ancestral y las mujeres alfareras en un escenario post-pandemia

Resumen

The specialized language in academic environments limits the processes of social appropriation of knowledge and causes a disconnection between ancestral components and the communities. This article explores university extension spaces that stimulate this relationship through art, pedagogy, and culture to facilitate the bidirectional knowledge exchange in a suburban community of women miners and potters in Sogamoso, Colombia. This initiative uses strategies such as social geology, Service Learning (ApS), and Social Innovation with a double-diamond methodology to seek solutions to social challenges. By combining these approaches, more effective and sustainable solutions can be developed that address the real needs of communities and promote positive social change. Pedagogical activities were developed in virtual and face-to-face environments during the social restrictions imposed by COVID-19 and post-pandemic in-person workshops during 2020-2023. The synergy between participants allowed for an approach to ancestral knowledge and its relation to research processes on clay materials, the artisanal process, and adaptation towards a sustainable community under a gender perspective. The importance of raising awareness, disseminating, and promoting the SDGs from an equal opportunities' standpoint and the vindication of women in activities such as mining and pottery is discussed.