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

Integrating the Coffee Cultural Landscape (CCL) of Colombia into social sciences education significantly enhances students' cultural identity, sense of belonging, and historical awareness. A situated curricular proposal, structured around three thematic axes—'Territory and Sustainability,' 'History, Memory, and Identity,' and 'Globalization, Economy, and Citizenship'—was implemented in ninth-grade public schools in Armenia (Quindío). This approach shifted teaching practices toward problem-based learning and classroom research, demonstrating a positive impact on both pedagogical transformation and student engagement. The study employed a qualitative methodology with semi-structured interviews, focus groups, and participant observation to diagnose current pedagogical practices and heritage references in the territory.

Gutiérrez Mesa, J. (2026). The Situated Curriculum as a Tool for Transformation: A Methodological Proposal to Integrate the Coffee Cultural Landscape Into Social Sciences Education in Colombia. Ibero Ciencias - Revista Científica Y Académica - ISSN 3072-7197, 5(3), 3123–3131. https://doi.org/10.63371/ic.v5.n3.a1609