L
e
a
r
n
i
n
g
c
o
m
m
u
n
i
t
i
e
s
f
o
r
t
h
e
s
o
c
i
a
l
appropriation
of
knowledge:
cacti
project
A
b
s
t
r
a
c
t
T
h
e
o
b
j
e
c
t
i
v
e
o
f
t
h
i
s
p
a
p
e
r
i
s
t
o
g
e
n
e
r
a
t
e
a
p
r
o
p
o
s
a
l
f
o
r
p
r
o
f
e
s
s
i
o
n
a
l
s
i
n
t
h
e
e
d
u
c
a
t
i
o
n
a
l
,
s
o
c
i
a
l
,
a
n
d
c
u
l
t
u
r
a
l
f
i
e
l
d
s
w
i
t
h
an
interest
in
contributing
to
the
social
appropriation
and
democratization
of
knowledge
in
CTeI
to
strengthen
the
scientific
culture
by
promoting
community
spaces
based
on
participation
and
dialogue
of
knowledge
based
on
four
axes:
community
participation
in
STeI,
access
to
STeI
as
a
right,
STeI
and
community
challenge
(local
and
global
p
r
o
b
l
e
m
s
)
,
a
n
d
S
T
e
I
a
n
d
q
u
a
l
i
t
y
o
f
l
i
f
e
.
T
h
e
p
r
o
p
o
s
a
l
i
s
f
r
a
m
e
d
b
a
s
e
d
o
n
t
h
e
f
o
l
l
o
w
i
n
g
c
o
n
c
e
p
t
s
:
c
o
m
m
u
n
i
t
y
o
f
l
e
a
r
n
i
n
g
and
participation
for
the
promotion
of
a
scientific
culture,
collective
construction
of
solutions
based
on
science
to
real
problems,
and
contribution
of
social
and
community
knowledge
to
science
as
empirical
knowledge
is
taken
into
consideration
for
the
construction
of
scientific
knowledge.
Some
limitations
are
the
heterogeneity
of
the
members
of
learning
communities
requiring
facilitators’
experience
and
knowledge
in
managing
groups
that
allow
them
to
mediate
the
conversation
Keywords.
democratization
of
knowledge,
STEM
education,
community
participation
in
CTeI,
scientific
culture
López et al.
Learning communities for the social appropriation of knowledge: cacti project
P
a
u
l
a
A
l
e
j
a
n
d
r
a
L
ó
p
e
z
V
é
l
e
z
h
t
t
p
s
:
/
/
o
r
c
i
d
.
o
r
g
/
0
0
0
0
-
0
0
0
2
-
2
2
8
0
-
7
7
2
4
paula.lopez@uniminuto.edu
C
o
r
p
o
r
a
c
i
ó
n
U
n
i
v
e
r
s
i
t
a
r
i
a
M
i
n
u
t
o
d
e
D
i
o
s
-
U
N
I
M
I
N
U
T
O
Bogotá-Colombia
Resumen.
-
El
objetivo
de
este
trabajo
es
divulgar
una
propuesta
para
profesionales
del
campo
educativo,
social
y
cultural
con
interés
en
contribuir
a
la
apropiación
social
y
democratización
del
conocimiento
en
CTeI
para
fortalecer
la
cultura
científica
promoviendo
espacios
comunitarios
basados
en
la
participación
y
el
diálogo,
por
medio
cuatro
ejes:
participación
comunitaria
en
STeI,
acceso
a
STeI
como
derecho,
STeI
y
desafío
comunitario
(problemas
locales
y
globales),
y
STeI
y
calidad
de
vida.
La
propuesta
se
enmarca
a
partir
de
los
siguientes
conceptos:
comunidad
de
aprendizaje
y
participación
para
la
promoción
de
una
cultura
científica,
construcción
colectiva
de
soluciones
basadas
en
la
ciencia
a
problemas
reales,
aporte
del
conocimiento
social
y
comunitario
a
la
ciencia
en
tanto
se
toma
en
consideración
el
conocimiento
empírico.
Algunas
limitaciones
son
la
heterogeneidad
de
los
miembros
de
las
comunidades
de
aprendizaje
que
requieren
experiencia
y
conocimientos
de
los
facilitadores
en
el
manejo
de
grupos
que
les
permitan
mediar
en
la
conversación.
Palabras
clave:
democratización
del
conocimiento,
educación
STEM,
participación
comunitaria
en
CTeI,
cultura
científica
Comunidades
de
aprendizaje
para
la
apropiación
social
del
conocimiento:
proyecto
cacti
141
Juan
Gabriel
Castañeda
Polanco
https://orcid.org/0000-0001-7632-7526
jucastaneda@uniminuto.edu
C
o
r
p
o
r
a
c
i
ó
n
U
n
i
v
e
r
s
i
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M
i
n
u
t
o
d
e
D
i
o
s
–
U
N
I
M
I
N
U
T
O
B
o
g
o
t
á
-
C
o
l
o
m
b
i
a
R
e
c
i
b
i
d
o
(
2
3
/
0
3
/
2
0
2
2
)
,
A
c
e
p
t
a
d
o
(
0
6
/
0
5
/
2
0
2
2
)
https://doi.org/10.47460/uct.v26i114.599
I
.
I
n
t
r
o
d
u
c
t
i
o
n
I
n
C
o
l
o
m
b
i
a
,
t
h
e
r
e
a
r
e
l
o
w
l
e
v
e
l
s
o
f
a
p
p
r
o
p
r
i
a
t
i
o
n
,
v
a
l
u
a
t
i
o
n
,
a
n
d
u
s
e
o
f
s
c
i
e
n
c
e
,
t
e
c
h
n
o
l
o
g
y
,
a
n
d
i
n
n
o
v
a
t
i
o
n
(
S
T
I
)
,
which
according
to
the
National
Council
for
Economic
and
Social
Policy
[1]
are
demonstrated
from
three
main
s
i
t
u
a
t
i
o
n
s
:
d
e
c
o
u
p
l
i
n
g
o
f
a
c
t
o
r
s
t
h
a
t
p
r
o
m
o
t
e
,
m
a
n
a
g
e
,
a
n
d
d
e
v
e
l
o
p
p
r
o
c
e
s
s
e
s
o
f
s
o
c
i
a
l
a
p
p
r
o
p
r
i
a
t
i
o
n
o
f
S
T
I
S
A
S
T
I
,
l
o
w
p
a
r
t
i
c
i
p
a
t
i
o
n
f
r
o
m
c
i
t
i
z
e
n
s
i
n
S
T
I
a
c
t
i
v
i
t
i
e
s
,
a
n
d
w
e
a
k
m
o
n
i
t
o
r
i
n
g
s
y
s
t
e
m
s
a
n
d
i
n
d
i
c
a
t
o
r
s
o
f
t
h
e
i
m
p
a
c
t
o
n
t
h
e
S
A
S
T
I
processes.
A
s
a
c
o
n
t
r
i
b
u
t
i
o
n
t
o
s
o
l
v
i
n
g
t
h
e
p
r
e
v
i
o
u
s
p
r
o
b
l
e
m
,
C
A
C
T
I
e
m
e
r
g
e
s
:
C
u
n
d
i
n
a
m
a
r
c
a
A
p
p
r
o
p
r
i
a
t
e
s
S
c
i
e
n
c
e
,
T
e
c
h
n
o
l
o
g
y
,
and
Innovation,
STI,
is
a
project
of
the
Secretariat
of
STI
of
the
Government
of
Cundinamarca
operated
by
the
science,
technology,
engineering,
and
mathematics
(STEM)
MD
Robotics
unit
of
the
UNIMINUTO
Social
Innovation
Science
Park.
T
h
e
m
a
i
n
o
b
j
e
c
t
i
v
e
o
f
t
h
i
s
p
r
o
j
e
c
t
i
s
t
o
s
t
r
e
n
g
t
h
e
n
t
h
e
c
u
l
t
u
r
e
o
f
m
a
n
a
g
e
m
e
n
t
a
n
d
u
s
e
o
f
k
n
o
w
l
e
d
g
e
i
n
S
T
I
i
n
6
7
m
u
n
i
c
i
p
a
l
i
t
i
e
s
o
f
t
h
e
d
e
p
a
r
t
m
e
n
t
w
i
t
h
p
a
r
t
i
c
i
p
a
t
i
o
n
f
r
o
m
1
2
,
0
0
0
c
h
i
l
d
r
e
n
a
n
d
y
o
u
n
g
p
e
o
p
l
e
,
1
,
6
0
0
S
T
I
m
a
n
a
g
e
r
s
,
4
0
0
community
mothers
or
early
childhood
education
representatives,
and
200
teachers
and
trainers
in
STEM
fields.
The
project
is
based
on
the
development
of
the
STEM
MD
robotics
methodology
for
social
transformation.
This
m
e
t
h
o
d
o
l
o
g
y
i
s
a
c
o
m
m
i
t
m
e
n
t
t
o
s
t
r
e
n
g
t
h
e
n
t
h
e
s
c
i
e
n
t
i
f
i
c
c
u
l
t
u
r
e
i
n
t
h
e
d
e
p
a
r
t
m
e
n
t
o
f
C
u
n
d
i
n
a
m
a
r
c
a
,
f
r
o
m
a
n
inclusive
perspective
that
brings
citizens
of
various
genders,
generations,
socioeconomic
stratums,
and
education
levels
closer
to
STI,
considering
the
demands
and
requirements
of
today’s
society
through
robotics
as
a
common
t
h
r
e
a
d
a
n
d
r
o
b
o
t
s
a
s
d
i
d
a
c
t
i
c
e
l
e
m
e
n
t
s
.
W
i
t
h
t
h
i
s
p
e
r
s
p
e
c
t
i
v
e
,
c
i
t
i
z
e
n
s
t
a
k
e
o
n
a
l
e
a
d
i
n
g
r
o
l
e
i
n
c
o
n
s
t
r
u
c
t
i
n
g
s
c
i
e
n
t
i
f
i
c
k
n
o
w
l
e
d
g
e
w
h
e
r
e
i
n
s
o
c
i
a
l
a
n
d
c
u
l
t
u
r
a
l
v
a
l
u
e
s
a
n
d
t
h
e
u
n
d
e
r
s
t
a
n
d
i
n
g
s
t
h
e
y
h
a
v
e
a
b
o
u
t
t
h
e
i
r
o
w
n
r
e
a
l
i
t
y
p
l
a
y
a
r
e
l
e
v
a
n
t
role
[2].
According
to
Sánchez
and
Macías
[3],
scientific
culture
implies
that
people
have
the
capacity
and
ability
to
construct
scientific
ideas,
rational
arguments,
analysis
and
interpretation
of
evidence,
and
ability
to
get
involved
and
participate
i
n
s
o
c
i
a
l
s
t
r
u
c
t
u
r
e
s
a
n
d
p
r
a
c
t
i
c
e
s
t
h
a
t
c
o
n
t
r
i
b
u
t
e
t
o
s
t
r
e
n
g
t
h
e
n
i
n
g
t
h
e
i
r
k
n
o
w
l
e
d
g
e
i
n
t
h
e
f
i
e
l
d
o
f
s
c
i
e
n
c
e
.
T
h
i
s
a
l
l
o
w
s
for
finding
scientific
culture
in
daily
life
to
make
STI
applicable
in
social,
concrete,
and
relevant
contexts’
The
goal
is
to
strengthen
participants’
knowledge
that
will
allow
them
to
expand
and
renew
skills
to
research,
implement,
and
manage
projects,
processes,
and
resources
for
STI,
use
knowledge
and
experiences
for
individual
and
collective
well-being,
and
build
spaces
for
social
participation
in
relation
to
decision-making
on
the
development
of
technical-scientific
solutions
while
learning
about
science
at
local
learning
communities,
composed
of
people
of
different
genders,
ages,
ethnicities,
and
social
and
cultural
conditions
[4].
In
the
framework
of
CACTI,
a
learning
community
is
understood
as
a
group
of
people
who
build
knowledge
collaboratively
using
common
tools
and
sharing
the
same
environment.
According
to
Betancourt
and
López
[5],
González
[6],
and
Beltrán
et
al.
[7],
learning
communities
meet
four
characteristics:
1)
they
value
the
cultural
intelligence
present
in
the
people
who
participate,
2)
they
try
to
transform
the
cultural
environment
to
move
from
less
favorable
to
more
favorable
conditions,
3)
they
build
dialogue
and
cooperation
to
mediate
the
knowledge
building
process,
and
4)
they
are
guided
by
the
principle
of
inclusion
considering
that
everyone
can
learn
and
contribute
their
own
knowledge
and
experience
in
the
same
environment
and
achieve
a
common
objective.
The
learning
communities
within
the
framework
of
the
CACTI
project
are
governed
by
the
following
principles
that
mediate
their
participants’
interaction,
considering
that
they
are
made
up
of
people
with
generational,
educational,
cultural,
and
gender
differences
and
have
different
life
experiences.
These
principles
are
listed
as
follows:
142
López et al.
Learning communities for the social appropriation of knowledge: cacti project
The
methodology
is
based
on
horizontal
dialogue
or
knowledge
dialogue,
recognizing
that
participants
have
knowledge
and
experiences
with
the
same
level
of
importance.
It
is
not
about
replicating
a
banking
education
process
w
h
e
r
e
i
n
i
t
i
s
u
n
d
e
r
s
t
o
o
d
t
h
a
t
t
h
e
r
e
a
r
e
p
e
o
p
l
e
w
h
o
d
o
n
o
t
p
o
s
s
e
s
s
k
n
o
w
l
e
d
g
e
.
F
o
r
t
h
i
s
r
e
a
s
o
n
,
t
h
e
y
n
e
e
d
e
x
p
e
r
t
s
t
o
t
e
a
c
h
t
h
e
m
w
h
a
t
t
h
e
y
n
e
e
d
.
I
n
c
o
n
t
r
a
s
t
,
t
h
e
d
i
f
f
e
r
e
n
t
a
c
t
o
r
s
(
c
h
i
l
d
r
e
n
,
y
o
u
t
h
,
c
o
m
m
u
n
i
t
i
e
s
,
r
e
s
e
a
r
c
h
e
r
s
,
a
n
d
technicians)
offer
their
knowledge
in
horizontal
dialogue
to
build
new
knowledge
and
new
frames
of
reference
around
S
T
I
,
t
h
a
t
i
s
,
t
h
e
y
a
l
l
p
u
t
t
h
e
i
r
k
n
o
w
l
e
d
g
e
(
t
e
c
h
n
i
c
a
l
,
e
m
p
i
r
i
c
a
l
,
s
c
i
e
n
t
i
f
i
c
,
a
n
d
p
o
p
u
l
a
r
)
a
t
t
h
e
s
e
r
v
i
c
e
o
f
t
h
e
p
r
o
c
e
s
s
.
Acosta
et
al.
[8]
indicate
that
the
knowledge
dialogue
is
a
possibility
arising
from
the
assumption
that
all
human
beings
have
knowledge
to
share.
In
this
sense,
the
space
that
is
provided
for
knowledge
building
becomes
the
stage
for
this
d
i
a
l
o
g
u
e
t
o
t
a
k
e
p
l
a
c
e
i
n
c
o
n
d
i
t
i
o
n
s
o
f
e
q
u
a
l
i
t
y
,
p
l
u
r
a
l
i
t
y
,
d
i
v
e
r
s
i
t
y
,
a
n
d
d
e
m
o
c
r
a
c
y
f
o
r
k
n
o
w
l
e
d
g
e
t
o
e
n
t
e
r
t
h
e
conversation.
Cooperation
is
required
between
members
of
the
same
community
and
other
communities
to
identify
real
problems
i
n
c
o
n
t
e
x
t
a
n
d
d
e
t
e
r
m
i
n
e
p
o
s
s
i
b
l
e
s
o
l
u
t
i
o
n
s
(
w
i
t
h
o
t
h
e
r
c
o
m
m
u
n
i
t
i
e
s
t
o
s
t
r
e
n
g
t
h
e
n
p
r
o
p
o
s
e
d
s
o
l
u
t
i
o
n
s
)
.
Calvo
notes
that
cooperation
considers
the
recognition
of
competences
and
capacities
from
different
related
actors,
t
h
e
r
e
f
o
r
e
,
“
i
t
i
s
t
h
e
h
u
m
a
n
c
a
p
a
c
i
t
y
t
o
a
d
o
p
t
a
p
e
r
s
p
e
c
t
i
v
e
o
f
o
u
r
s
e
l
v
e
s
t
o
d
e
v
e
l
o
p
a
n
d
i
m
p
l
e
m
e
n
t
c
o
m
m
o
n
p
r
o
j
e
c
t
s
highly
beneficial
for
all
those
involved”
[2].
Plurality
is
the
diversity
of
opinions,
positions,
and
cultural
and
social
values
that
coexist
in
learning
communities,
w
h
e
r
e
i
n
a
c
t
o
r
s
h
a
v
e
t
h
e
f
r
e
e
d
o
m
t
o
e
x
p
r
e
s
s
u
n
d
e
r
e
q
u
a
l
c
o
n
d
i
t
i
o
n
s
[
9
]
i
n
d
i
c
a
t
e
s
t
h
a
t
t
h
e
p
l
u
r
a
l
i
t
y
o
f
k
n
o
w
l
e
d
g
e
i
s
i
m
p
o
r
t
a
n
t
t
o
p
r
o
m
o
t
e
p
a
r
t
i
c
i
p
a
t
i
o
n
a
s
i
t
a
l
l
o
w
s
c
r
i
t
i
c
a
l
a
n
d
r
e
f
l
e
c
t
i
v
e
d
i
a
l
o
g
u
e
b
e
t
w
e
e
n
c
o
m
m
u
n
i
t
i
e
s
.
T
h
i
s
p
r
o
m
o
t
e
s
t
h
e
e
n
r
i
c
h
m
e
n
t
o
f
e
a
c
h
p
a
r
t
i
c
i
p
a
n
t
w
i
t
h
c
o
n
s
i
d
e
r
a
t
i
o
n
t
o
t
h
e
i
r
c
u
l
t
u
r
a
l
r
e
f
e
r
e
n
c
e
f
r
a
m
e
w
o
r
k
,
w
h
i
c
h
i
n
t
u
r
n
,
c
o
n
t
r
i
b
u
t
e
s
t
o
t
h
e
p
r
e
s
e
r
v
a
t
i
o
n
o
f
c
u
l
t
u
r
a
l
i
d
e
n
t
i
t
y
w
h
i
l
e
e
x
e
r
c
i
s
i
n
g
t
h
e
i
r
f
r
e
e
d
o
m
o
f
e
x
p
r
e
s
s
i
o
n
.
I
n
l
e
a
r
n
i
n
g
c
o
m
m
u
n
i
t
i
e
s
,
p
e
o
p
l
e
with
diverse
cultural,
gender,
religious,
political,
and
age
conditions
interact
and
build
relationships
based
on
respect
f
o
r
d
i
f
f
e
r
e
n
c
e
.
I
n
c
l
u
s
i
o
n
s
e
e
k
s
t
o
i
n
c
l
u
d
e
i
n
t
h
e
S
T
I
p
r
o
c
e
s
s
e
s
,
a
s
a
n
a
f
f
i
r
m
a
t
i
v
e
a
c
t
i
o
n
,
p
e
o
p
l
e
a
n
d
p
o
p
u
l
a
t
i
o
n
s
t
h
a
t
d
u
e
t
o
t
h
e
i
r
socioeconomic
and
geographical
conditions
may
be
excluded
from
these
processes.
This
includes
rural
populations,
disabled
people,
ethnic
groups,
and
populations
with
limited
economic
resources.
However,
inclusion
does
not
mean
that
the
methodology
is
not
open
to
citizens
of
all
classes
and
social
and
economic
conditions.
In
its
declaration
on
science
and
the
use
of
scientific
knowledge,
the
United
Nations
Educational,
Scientific,
and
Cultural
Organization
(UNESCO)
indicates
that
scientific
teaching,
without
discrimination,
is
a
fundamental
prerequisite
for
democracy
and
sustainable
development.
UNESCO
also
argues
that
the
benefits
derived
from
scientific
advances
are
unevenly
distributed
due
to
the
structural
asymmetries
that
exist
in
countries
like
Colombia
and
along
the
same
lines
between
social
groups
and
genders.
In
this
sense,
“what
distinguishes
the
poor
(whether
people
or
countries)
from
the
rich
is
not
only
that
they
have
fewer
assets
but
also
that
the
vast
majority
of
them
are
excluded
from
the
creation
and
benefits
of
scientific
knowledge”
[10].
Empathy
is
the
ability
to
observe,
perceive,
understand,
and
feel
objectively
what
is
happening
to
another.
This
“another”
is
understood
as
other
people,
communities,
living
beings,
and
the
environment.
Empathy
drives
collaboration,
altruism,
and
mutual
support.
143
López et al.
Learning communities for the social appropriation of knowledge: cacti project
H
a
v
i
n
g
e
s
t
a
b
l
i
s
h
e
d
t
h
e
p
r
i
n
c
i
p
l
e
s
t
h
a
t
g
u
i
d
e
t
h
e
i
n
t
e
r
a
c
t
i
o
n
o
f
l
e
a
r
n
i
n
g
c
o
m
m
u
n
i
t
i
e
s
,
i
t
i
s
n
e
c
e
s
s
a
r
y
t
o
c
l
a
r
i
f
y
t
h
a
t
w
i
t
h
i
n
t
h
e
f
r
a
m
e
w
o
r
k
o
f
t
h
e
C
A
C
T
I
p
r
o
j
e
c
t
,
t
h
e
y
a
r
e
r
e
l
a
t
e
d
i
n
t
w
o
t
y
p
e
s
o
f
s
p
a
c
e
s
:
a
v
i
r
t
u
a
l
o
n
e
,
m
e
d
i
a
t
e
d
b
y
a
w
e
b
p
l
a
t
f
o
r
m
t
h
a
t
i
s
u
s
e
d
t
o
c
r
e
a
t
e
a
l
a
r
g
e
v
i
r
t
u
a
l
c
o
m
m
u
n
i
t
y
f
r
o
m
i
n
t
e
r
a
c
t
i
n
g
a
n
d
e
x
c
h
a
n
g
i
n
g
e
x
p
e
r
i
e
n
c
e
s
,
k
n
o
w
l
e
d
g
e
,
and
learning.
This
learning
arises
from
local
and
face-to-face
meetings
that
facilitate
knowledge
building,
generate
t
r
u
s
t
,
e
s
t
a
b
l
i
s
h
c
o
m
m
o
n
f
r
a
m
e
s
o
f
r
e
f
e
r
e
n
c
e
,
u
n
d
e
r
s
t
a
n
d
a
n
d
a
n
a
l
y
z
e
t
h
e
l
o
c
a
l
s
o
c
i
a
l
r
e
a
l
i
t
y
,
a
n
d
e
x
c
h
a
n
g
e
k
n
o
w
l
e
d
g
e
a
n
d
e
x
p
e
r
i
e
n
c
e
s
w
i
t
h
c
o
m
m
u
n
i
t
i
e
s
p
r
e
s
e
n
t
i
n
o
t
h
e
r
t
e
r
r
i
t
o
r
i
e
s
o
f
C
u
n
d
i
n
a
m
a
r
c
a
.
T
h
i
s
m
e
t
h
o
d
o
l
o
g
y
’
s
i
m
p
l
e
m
e
n
t
a
t
i
o
n
i
s
m
e
d
i
a
t
e
d
b
y
c
o
m
m
u
n
i
c
a
t
i
o
n
f
r
o
m
a
d
e
v
e
l
o
p
m
e
n
t
c
o
m
m
u
n
i
c
a
t
i
o
n
p
e
r
s
p
e
c
t
i
v
e
t
h
a
t
s
e
e
k
s
t
o
c
r
e
a
t
e
n
e
w
l
a
n
g
u
a
g
e
s
,
n
a
r
r
a
t
i
v
e
s
,
a
n
d
m
e
d
i
a
t
h
a
t
f
a
c
i
l
i
t
a
t
e
c
i
r
c
u
l
a
t
i
n
g
c
o
n
t
e
n
t
b
e
t
w
e
e
n
t
h
e
l
e
a
r
n
i
n
g
communities
and
those
with
the
social
context,
thereby
understanding
communication
as
a
fundamental
process
to
transform
scientific
culture.
Therefore,
it
is
understood
not
as
a
means,
product,
or
instrument
but
as
a
process
that
m
e
d
i
a
t
e
s
t
h
e
i
n
t
e
r
a
c
t
i
o
n
b
e
t
w
e
e
n
d
i
f
f
e
r
e
n
t
a
c
t
o
r
s
p
r
e
s
e
n
t
i
n
t
h
e
e
x
p
e
r
i
e
n
c
e
a
n
d
c
o
n
t
r
i
b
u
t
e
s
t
o
c
o
n
s
t
r
u
c
t
i
n
g
n
e
w
f
r
a
m
e
w
o
r
k
s
o
f
m
e
a
n
i
n
g
a
r
o
u
n
d
S
T
I
.
Under
this
premise,
the
objective
of
this
paper
is
to
generate
a
proposal
that
allows
professionals
from
the
e
d
u
c
a
t
i
o
n
a
l
,
s
o
c
i
a
l
,
a
n
d
c
u
l
t
u
r
a
l
f
i
e
l
d
s
t
o
c
o
n
t
r
i
b
u
t
e
t
o
t
h
e
S
A
S
T
I
a
n
d
t
r
a
n
s
f
o
r
m
s
c
i
e
n
t
i
f
i
c
c
u
l
t
u
r
e
b
y
p
r
o
m
o
t
i
n
g
community
spaces
based
on
the
participation
and
dialogue
of
knowledge
sources.
The
proposal
is
developed
under
the
methodology
that
is
addressed
in
the
following
section.
I
I
.
D
e
v
e
l
o
p
m
e
n
t
T
h
e
p
r
o
p
o
s
a
l
d
e
v
e
l
o
p
e
d
i
n
t
h
i
s
s
e
c
t
i
o
n
c
o
n
s
o
l
i
d
a
t
e
s
c
o
m
m
u
n
i
t
y
s
p
a
c
e
s
t
h
a
t
f
a
c
i
l
i
t
a
t
e
t
h
e
p
r
o
m
o
t
i
o
n
o
f
p
a
r
t
i
c
i
p
a
t
i
o
n
t
o
strengthen
the
scientific
culture
that
manages
and
values
STI
as
drivers
of
local
development.
The
participating
communities
aim
to
have
the
capacity
to
analyze
the
importance
of
STI
in
improving
life
quality
and
conditions
by
u
n
d
e
r
s
t
a
n
d
i
n
g
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
S
T
I
,
d
a
i
l
y
l
i
f
e
,
a
n
d
l
o
c
a
l
c
h
a
l
l
e
n
g
e
s
,
a
n
d
r
e
c
o
g
n
i
z
i
n
g
a
c
c
e
s
s
t
o
s
c
i
e
n
t
i
f
i
c
knowledge
as
a
right
from
understanding
its
role
as
a
generator
of
well-being
to
comprehending
citizen
participation
in
i
s
s
u
e
s
r
e
l
a
t
e
d
t
o
S
T
I
,
t
h
e
r
e
b
y
f
a
c
i
l
i
t
a
t
i
n
g
r
e
s
o
u
r
c
e
m
a
n
a
g
e
m
e
n
t
a
n
d
a
c
c
e
s
s
t
o
t
e
c
h
n
o
l
o
g
y
.
To
achieve
the
above-mentioned
objectives
and
implement
the
proposal,
the
following
thematic
focal
points
are
considered:
participation
in
STI,
access
to
STI
as
a
human
right,
and
relationship
between
STI–community
challenge
(local
and
global
problems),
STI,
and
comprehensive
human
development.
Each
of
these
focal
points
is
expanded
below:
Community
participation
in
decision-making
related
to
the
use,
management,
and
definition
of
public
policies
related
to
STI
is
currently
considered
as
a
right
that
leads
citizens
to
become
aware
of
their
role
in
overcoming
various
manners
of
exclusion
and
bridge
the
existing
gaps
in
society
in
terms
of
access
to
benefits
granted
by
development
based
on
STI,
which
seems
to
be
reserved
for
certain
sectors
of
society
in
developing
countries,
such
as
Colombia.
In
this
sense,
the
Colombian
Observatory
of
Science
and
Technology
(OCyT)
understands
public
participation
in
science
and
technology
“as
a
set
of
diverse
situations
and
activities,
which
can
be
more
or
less
spontaneous,
organized,
and
structured,
involving
contributions
from
nonexperts
to
establish
agendas,
decision-making,
policy
formation,
and
knowledge
production
processes”.
The
national
strategy
for
the
social
appropriation
of
STI
considers
participation
as
“an
organized
process
that
enables
the
exchange
of
opinions,
views,
and
information
between
different
social
groups,
and
also
encourages
dialogue
on
problems
in
which
scientific
and
technological
knowledge
plays
a
leading
role,
with
the
intention
that
these
groups
make
a
specific
decision”.
144
López et al.
Learning communities for the social appropriation of knowledge: cacti project
C
o
m
m
u
n
i
t
y
p
a
r
t
i
c
i
p
a
t
i
o
n
i
n
t
h
e
f
r
a
m
e
w
o
r
k
o
f
S
T
E
M
r
o
b
o
t
i
c
s
f
o
r
s
o
c
i
a
l
t
r
a
n
s
f
o
r
m
a
t
i
o
n
b
e
c
o
m
e
s
a
p
o
l
i
t
i
c
a
l
a
c
t
i
o
n
t
o
e
m
p
o
w
e
r
a
n
d
r
a
i
s
e
a
w
a
r
e
n
e
s
s
a
m
o
n
g
i
t
s
p
a
r
t
i
c
i
p
a
n
t
s
r
e
g
a
r
d
i
n
g
t
h
e
i
m
p
o
r
t
a
n
c
e
o
f
c
o
n
t
r
i
b
u
t
i
o
n
s
a
n
d
r
e
c
o
g
n
i
z
i
n
g
t
h
e
i
r
r
i
g
h
t
s
o
f
a
c
c
e
s
s
t
o
s
c
i
e
n
c
e
,
m
a
i
n
l
y
i
n
r
e
l
a
t
i
o
n
t
o
a
c
c
e
s
s
i
n
g
s
p
a
c
e
s
t
o
s
t
r
e
n
g
t
h
e
n
c
a
p
a
c
i
t
i
e
s
,
r
e
s
o
u
r
c
e
s
,
a
n
d
opportunities
offered
by
STI
for
personal,
community,
and
territory
development.
This
is
expressed
in
different
e
l
e
m
e
n
t
s
o
f
m
e
t
h
o
d
o
l
o
g
i
c
a
l
d
e
v
e
l
o
p
m
e
n
t
a
s
t
h
e
r
e
a
l
p
r
o
b
l
e
m
i
n
c
o
n
t
e
x
t
i
s
i
d
e
n
t
i
f
i
e
d
b
y
p
a
r
t
i
c
i
p
a
n
t
s
t
h
e
m
s
e
l
v
e
s
t
h
r
o
u
g
h
a
r
e
f
l
e
c
t
i
v
e
p
r
o
c
e
s
s
a
n
d
t
h
r
o
u
g
h
t
h
e
p
r
o
p
o
s
e
d
p
o
t
e
n
t
i
a
l
s
o
l
u
t
i
o
n
s
b
a
s
e
d
o
n
S
T
I
.
S
i
m
u
l
t
a
n
e
o
u
s
l
y
,
p
a
r
t
i
c
i
p
a
n
t
s
facilitate
spaces
for
the
development
and
strengthening
of
capacities
for
the
use,
management,
and
utilization
of
STI
c
o
n
s
i
d
e
r
i
n
g
t
h
e
i
r
n
e
e
d
s
a
n
d
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
.
Based
on
the
United
Nations
(UN)
declaration
on
the
use
of
scientific
and
technological
progress
in
the
interests
of
peace
and
humanity’s
benefit,
which
is
enshrined
in
resolution
3384
of
November
10,
1975,
scientific
progress
is
c
o
n
s
i
d
e
r
e
d
a
s
o
n
e
o
f
t
h
e
m
o
s
t
i
m
p
o
r
t
a
n
t
d
e
v
e
l
o
p
m
e
n
t
a
l
f
a
c
t
o
r
s
o
f
t
h
e
h
u
m
a
n
s
o
c
i
e
t
y
.
T
h
i
s
f
a
c
t
i
s
i
n
c
o
n
s
i
d
e
r
a
t
i
o
n
o
f
t
h
e
s
c
i
e
n
t
i
f
i
c
a
n
d
t
e
c
h
n
o
l
o
g
i
c
a
l
p
r
o
g
r
e
s
s
m
a
d
e
t
o
i
m
p
r
o
v
e
t
h
e
l
i
v
i
n
g
c
o
n
d
i
t
i
o
n
s
o
f
p
e
o
p
l
e
,
w
h
i
c
h
a
l
s
o
c
o
n
t
r
i
b
u
t
e
s
t
o
solving
social
problems
that
threaten
human
rights
and
fundamental
freedom
of
the
people
[11],
[12],
[13].
A
l
t
h
o
u
g
h
i
t
i
s
t
r
u
e
t
h
a
t
t
h
i
s
i
s
n
e
c
e
s
s
a
r
y
f
o
r
h
u
m
a
n
d
e
v
e
l
o
p
m
e
n
t
,
i
t
s
e
e
m
s
t
o
b
e
a
n
e
g
l
e
c
t
e
d
i
s
s
u
e
.
T
h
e
democratization
of
knowledge
is
understood
as
the
publication
of
research
results
in
specialized
journals
so
that
they
are
publicly
accessible
to
academic
communities;
however,
what
about
access
to
knowledge
by
grassroots
c
o
m
m
u
n
i
t
i
e
s
?
T
h
i
s
p
e
r
s
p
e
c
t
i
v
e
i
s
e
x
c
l
u
s
i
v
e
.
A
c
c
o
r
d
i
n
g
t
o
J
i
m
é
n
e
z
,
“
d
e
m
o
c
r
a
t
i
z
i
n
g
k
n
o
w
l
e
d
g
e
i
s
n
o
t
o
n
l
y
p
r
o
m
o
t
i
n
g
o
p
e
n
a
c
c
e
s
s
t
o
r
e
s
e
a
r
c
h
r
e
s
o
u
r
c
e
s
b
u
t
a
l
s
o
i
s
a
w
a
y
o
f
a
p
p
r
e
h
e
n
d
i
n
g
t
h
a
t
i
n
f
o
r
m
a
t
i
o
n
e
n
c
o
u
r
a
g
e
s
a
n
d
p
r
o
m
o
t
e
s
citizen
participation,
allowing
them
to
have
an
informed
opinion
on
issues
of
public
interest”
[14].
A.
STI
and
Community
Challenge
(Local
and
Global
Problem)
F
r
o
m
t
h
i
s
f
o
c
a
l
p
o
i
n
t
,
t
h
e
p
r
o
b
l
e
m
d
e
f
i
n
e
d
b
y
l
e
a
r
n
i
n
g
c
o
m
m
u
n
i
t
i
e
s
i
s
c
o
n
s
t
r
u
c
t
e
d
w
i
t
h
a
l
t
e
r
n
a
t
i
v
e
s
o
l
u
t
i
o
n
s
t
h
a
t
t
h
e
y
propose
during
participation
in
the
project.
It
seeks
to
generate
a
space
for
dialogue
around
different
solutions
to
i
d
e
n
t
i
f
y
e
l
e
m
e
n
t
s
o
f
c
o
n
v
e
r
g
e
n
c
e
,
c
o
n
s
e
n
s
u
s
,
a
n
d
f
e
e
d
b
a
c
k
t
o
a
l
t
e
r
n
a
t
i
v
e
s
o
l
u
t
i
o
n
s
.
I
n
a
d
d
i
t
i
o
n
,
i
t
i
d
e
n
t
i
f
i
e
s
t
h
e
relationship
that
exists
between
STI
and
the
solution
of
concrete
challenges
of
daily
life
communities
while
learning
about
STEM
areas.
In
this
sense,
the
proposal
generates
spaces
that
enable
the
relationship
between
science
and
daily
life
applied
to
the
solution
of
real
and
concrete
problems.
Perales-Palacios
and
Aguilera
[15]
indicate
that
young
people
can
identify
social
problems,
but
they
still
do
not
connect
with
them
as
objects
of
reflection
in
science.
That
is,
they
identify
the
situation
and
understand
the
concepts,
but
they
cannot
relate
the
information
obtained
by
applying
it
to
solve
problems
and
transform
their
reality.
B.
STI
and
Quality
of
Life
The
quality
of
life
as
a
complex
and
multidimensional
concept
includes
objective
conditions
(material)
and
subjective
well-being
(perception
of
well-being).
In
this
sense,
STI
contributes
to
people,
communities,
and
families
having
better
living
conditions
in
relation
to
health,
education,
access
to
information,
productive
environment,
etc.
It
is
important
that
participants
of
the
CACTI
project
identify
the
direct
relationship
that
exists
between
STI
and
the
improving
quality
and
conditions
of
personal,
family,
and
community
life,
the
relationship
between
STI
and
economic
growth
is
witnessed
as
the
driver
to
achieve
and
maintain
competitive
advantages
in
the
market.
However,
this
condition
does
not
always
lead
to
an
increase
in
the
well-being
and
quality
of
life
of
societies.
On
the
contrary,
in
several
cases,
it
is
perceived
as
disconnected.
145
López et al.
Learning communities for the social appropriation of knowledge: cacti project
C.
Strategy
with
Learning
Community
Encounters
Dialogue
Spaces
on
STI
T
h
e
s
t
r
a
t
e
g
y
o
f
t
h
e
p
r
o
c
e
s
s
o
f
s
o
c
i
a
l
a
p
p
r
o
p
r
i
a
t
i
o
n
o
f
k
n
o
w
l
e
d
g
e
i
s
p
r
o
p
o
s
e
d
b
a
s
e
d
o
n
m
e
e
t
i
n
g
s
w
i
t
h
l
e
a
r
n
i
n
g
c
o
m
m
u
n
i
t
i
e
s
a
n
d
d
i
a
l
o
g
u
e
s
p
a
c
e
s
o
n
S
T
I
.
W
i
t
h
i
n
t
h
e
f
r
a
m
e
w
o
r
k
o
f
t
h
e
p
r
o
j
e
c
t
,
t
h
e
s
e
m
e
e
t
i
n
g
s
a
r
e
u
n
d
e
r
s
t
o
o
d
a
s
spaces
for
conversation
between
the
members
of
the
ACs
and
other
project
stakeholders
related
to
scientific
d
e
v
e
l
o
p
m
e
n
t
s
,
l
o
c
a
l
,
r
e
g
i
o
n
a
l
,
a
n
d
n
a
t
i
o
n
a
l
e
x
p
e
r
i
e
n
c
e
s
o
n
a
p
p
l
y
i
n
g
S
T
I
i
n
s
p
e
c
i
f
i
c
c
a
s
e
s
,
k
n
o
w
l
e
d
g
e
o
f
r
e
g
i
o
n
a
l
s
p
a
c
e
s
t
h
a
t
f
a
c
i
l
i
t
a
t
e
S
A
S
T
I
,
i
m
p
o
r
t
a
n
c
e
o
f
S
T
I
f
o
r
d
e
v
e
l
o
p
m
e
n
t
,
r
e
f
l
e
c
t
i
o
n
o
n
l
o
c
a
l
a
n
d
g
l
o
b
a
l
p
r
o
b
l
e
m
s
,
a
n
d
h
o
w
r
o
b
o
t
i
c
s
contributes
to
solving
them,
state
of
robotics
in
the
country,
and
knowledge
of
rights
around
STI.
D
.
T
e
c
h
n
i
q
u
e
s
a
n
d
I
n
s
t
r
u
m
e
n
t
s
Some
of
the
techniques
and
tools
used
during
the
gatherings
will
be
as
follows:
·
R
o
l
e
p
l
a
y
.
A
d
r
a
m
a
t
i
z
a
t
i
o
n
i
n
w
h
i
c
h
t
h
e
p
a
r
t
i
c
i
p
a
n
t
s
a
s
s
u
m
e
a
p
r
e
v
i
o
u
s
l
y
e
s
t
a
b
l
i
s
h
e
d
r
o
l
e
;
u
s
e
f
u
l
t
o
a
d
d
r
e
s
s
i
s
s
u
e
s
that
are
difficult
to
understand
or
make
decisions.
·
C
a
s
e
s
t
h
a
t
N
a
r
r
a
t
e
a
n
d
I
n
s
p
i
r
e
.
C
a
s
e
s
t
u
d
i
e
s
o
f
c
o
m
m
u
n
i
t
y
c
o
n
s
t
r
u
c
t
i
o
n
o
f
t
e
c
h
n
o
l
o
g
y
t
o
s
o
l
v
e
c
o
n
c
r
e
t
e
p
r
o
b
l
e
m
s
in
a
community.
·
Call
for
Experts.
Recognition
of
Colombian
scientists
and
regional
spaces
to
approach
science,
such
as
museums
a
n
d
s
c
i
e
n
c
e
c
e
n
t
e
r
s
.
·
C
o
m
m
u
n
i
t
y
S
c
i
e
n
t
i
s
t
s
.
I
n
t
e
g
r
a
t
i
o
n
o
f
t
h
e
s
c
i
e
n
t
i
f
i
c
m
e
t
h
o
d
i
n
t
o
p
r
a
c
t
i
c
a
l
a
n
d
e
v
e
r
y
d
a
y
l
i
f
e
·
E
x
p
e
r
i
m
e
n
t
a
l
L
a
b
o
r
a
t
o
r
i
e
s
.
C
o
n
d
u
c
t
i
n
g
g
a
m
e
-
b
a
s
e
d
e
x
p
e
r
i
m
e
n
t
s
·
L
o
g
.
A
n
i
n
s
t
r
u
m
e
n
t
t
h
a
t
f
a
c
i
l
i
t
a
t
e
s
t
h
e
r
e
c
o
r
d
i
n
g
o
f
l
e
a
r
n
i
n
g
a
n
d
n
e
w
d
i
s
c
o
v
e
r
i
e
s
b
a
s
e
d
o
n
s
e
l
f
-
e
v
a
l
u
a
t
i
o
n
a
n
d
hetero-evaluation.
·
The
Development
of
Focused
Dialogue
on
Thematic
Topics.
It
should
be
clarified
that
the
proposal
is
flexible
and
can
be
adapted
based
on
the
needs
and
goals
of
the
process.
III.Methodology
The
meetings
developed
around
this
focal
point
consider
the
following
steps:
Consolidation
of
Learning
Communities.
This
aspect
is
fundamental
as
it
seeks
to
generate
a
space
to
sensitize
participants
on
the
importance
of
working
in
the
logic
of
the
learning
community
by
recognizing
guiding
principles
such
as
participation,
dialogue
of
knowledge,
cooperation,
respect
for
plurality,
diversity,
and
inclusion,
and
generating
empathy
for
local
problems
and
their
consequences
for
individual
and
collective
well-being.
Building
the
Collective
Dream:
It
aims
at
defining
a
common
objective
(where
they
want
to
go
as
a
community)
and
the
route
that
will
lead
to
achieving
the
objective,
and
defining
elements
that
offer
an
identity
(for
e.g.,
name,
logo,
and
slogan).
Community
Participation
in
STI.
This
conversational
space
aims
to
provide
an
answer
from
the
perspective
of
participants
to
the
question,
that
is,
why
is
it
important
to
participate
in
decision-making
processes
in
STI?
In
addition,
recognizing
citizen
participation
in
science
as
a
right
and
of
spaces
for
citizen
participation
in
STI
in
Cundinamarca,
such
as
the
Regional
Councils
of
Science,
Technology,
and
Innovation
and
the
existence
of
local
STI
Committees
that
are
consultative
and
social
representation
spaces
for
decision-making.
146
López et al.
Learning communities for the social appropriation of knowledge: cacti project
I
n
a
d
d
i
t
i
o
n
,
S
T
I
a
n
d
l
o
c
a
l
d
e
v
e
l
o
p
m
e
n
t
,
p
u
b
l
i
c
p
o
l
i
c
y
o
n
S
T
I
i
n
C
o
l
o
m
b
i
a
,
p
a
r
t
i
c
i
p
a
t
i
o
n
o
f
c
h
i
l
d
r
e
n
a
n
d
y
o
u
n
g
p
e
o
p
l
e
i
n
S
T
I
.
Science
and
Technology
in
Cundinamarca.
This
includes
spaces
for
access
to
scientific
and
technological
knowledge:
l
e
a
r
n
i
n
g
a
b
o
u
t
s
c
i
e
n
c
e
(
m
u
s
e
u
m
s
a
n
d
r
e
g
i
o
n
a
l
s
c
i
e
n
c
e
c
e
n
t
e
r
s
)
,
s
c
i
e
n
t
i
s
t
s
f
r
o
m
C
u
n
d
i
n
a
m
a
r
c
a
Focus
on
Access
to
Scientific
Knowledge
as
a
Right.
This
includes
generator
of
well-being
and
development;
it
raises
t
h
e
s
p
e
c
i
f
i
c
q
u
e
s
t
i
o
n
o
f
w
h
a
t
d
o
e
s
i
t
m
e
a
n
t
h
a
t
a
c
c
e
s
s
t
o
s
c
i
e
n
t
i
f
i
c
k
n
o
w
l
e
d
g
e
i
s
a
f
u
n
d
a
m
e
n
t
a
l
r
i
g
h
t
f
o
r
a
l
l
c
i
t
i
z
e
n
s
?
I
t
a
l
s
o
i
n
c
l
u
d
e
s
d
e
c
l
a
r
a
t
i
o
n
o
n
t
h
e
u
s
e
o
f
s
c
i
e
n
t
i
f
i
c
a
n
d
t
e
c
h
n
o
l
o
g
i
c
a
l
p
r
o
g
r
e
s
s
i
n
t
h
e
i
n
t
e
r
e
s
t
s
o
f
p
e
a
c
e
a
n
d
f
o
r
t
h
e
benefit
of
humanity.
S
T
I
a
n
d
Q
u
a
l
i
t
y
o
f
L
i
f
e
F
o
c
u
s
.
S
c
i
e
n
c
e
a
n
d
t
e
c
h
n
o
l
o
g
y
a
r
e
c
l
o
s
e
r
t
h
a
n
w
e
t
h
i
n
k
.
H
o
w
c
a
n
w
e
i
m
p
r
o
v
e
t
h
e
q
u
a
l
i
t
y
o
f
l
i
f
e
of
our
families
and
communities
through
the
use
and
knowledge
of
STI?
F
o
c
u
s
o
n
S
T
I
a
n
d
C
o
m
m
u
n
i
t
y
C
h
a
l
l
e
n
g
e
,
P
r
a
c
t
i
c
a
l
A
p
p
l
i
c
a
t
i
o
n
o
f
S
c
i
e
n
t
i
f
i
c
a
n
d
T
e
c
h
n
o
l
o
g
i
c
a
l
K
n
o
w
l
e
d
g
e
.
T
h
i
s
i
n
c
l
u
d
e
s
collective
construction
of
resolution
ideas;
it
raises
the
specific
question
related
to
science
and
technology
beyond
discourse,
that
is,
how
does
it
contribute
to
solving
my
practical
and
everyday
problems?
I
V
.
R
e
s
u
l
t
s
T
h
e
m
e
t
h
o
d
o
l
o
g
i
c
a
l
p
r
o
p
o
s
a
l
i
s
b
a
s
e
d
o
n
a
n
i
n
s
t
r
u
c
t
i
o
n
a
l
d
e
s
i
g
n
.
I
t
i
s
a
c
o
m
m
i
t
m
e
n
t
t
o
b
u
i
l
d
i
n
g
s
o
c
i
a
l
k
n
o
w
l
e
d
g
e
b
y
generating
spaces
for
dialogue
to
promote
social
change
in
participating
communities
regarding
how
they
perceive
and
relate
to
each
other
with
STI.
The
process
combines
dialogue
techniques
and
collective
construction
of
concepts,
e
x
p
e
r
i
e
n
c
e
s
,
a
n
d
l
e
a
r
n
i
n
g
r
e
v
o
l
v
i
n
g
a
r
o
u
n
d
w
h
a
t
S
T
I
m
e
a
n
i
n
d
i
r
e
c
t
r
e
l
a
t
i
o
n
t
o
t
h
e
p
r
a
c
t
i
c
a
l
a
p
p
l
i
c
a
t
i
o
n
s
t
o
s
p
e
c
i
f
i
c
problems
in
participants’
daily
lives
and
their
community.
The
spaces
for
dialogue
value
participants’
prior
knowledge,
c
o
n
s
i
d
e
r
i
n
g
t
h
e
m
t
o
b
e
t
h
e
p
r
o
t
a
g
o
n
i
s
t
s
o
f
t
h
e
p
r
o
c
e
s
s
a
n
d
r
e
c
o
g
n
i
z
i
n
g
t
h
e
i
r
s
o
c
i
a
l
,
c
u
l
t
u
r
a
l
,
a
n
d
e
n
v
i
r
o
n
m
e
n
t
a
l
characteristics.
This
proposal
is
aimed
at
people
interested
in
working
with
the
communities
for
the
social
appropriation
of
knowledge
in
STI
under
the
principles
of
the
STEM
methodology,
professionals
in
social
and
human
sciences,
educators,
and
social
and
cultural
managers
passionate
about
STI
and
fully
convinced
of
the
importance
of
these
fields
for
the
comprehensive
development
and
improvement
of
citizens’
quality
of
life.
Those
who
apply
to
this
proposal
will
have
the
necessary
tools
that
allow
them
to
develop
decision-making
skills
in
communities;
promote
social
and
democratic
participation
in
matters
related
to
STI;
develop
empathy
for
local
and
global
problems;
and
create
awareness
regarding
solutions
to
overcome
poverty,
inequality,
and
exclusion
and
achieve
high
quality
of
life
for
individuals,
families,
and
communities.
Conclusions
In
conclusion,
the
methodology
combines
the
following
concepts:
learning
community
and
participation
to
promote
a
scientific
culture.
In
this
sense,
robotics
is
the
common
thread,
the
manner
that
allows
citizens
to
approach
scientific
knowledge
through
the
application
of
principles
of
physics,
mechanics,
biology,
mathematics,
etc.,
and
to
develop
computational,
logical,
critical,
and
creative
thinking
skills,
thereby
understanding
robots
as
a
pedagogical
element.
The
learning
communities
are
represented
in
the
environments
in
which
empirical,
scientific,
cultural,
social,
and
robotics
values
converge.
All
the
above
is
mediated
by
communicative
and
participatory
processes.
147
López et al.
Learning communities for the social appropriation of knowledge: cacti project
they
make
a
social
contribution
to
science
as
they
are
considered
to
build
scientific
knowledge.
In
this
framework,
the
process
contributes
to
strengthening
the
scientific
culture
in
Cundinamarca
by
connecting
STI
with
specific
social
c
o
n
t
e
x
t
s
.
Some
limitations
in
implementing
this
proposal
that
should
be
considered
are
the
heterogeneity
of
the
members
of
t
h
e
l
e
a
r
n
i
n
g
c
o
m
m
u
n
i
t
i
e
s
a
s
o
p
e
n
n
e
s
s
i
s
r
e
q
u
i
r
e
d
t
o
w
o
r
k
w
i
t
h
p
e
o
p
l
e
o
f
d
i
f
f
e
r
e
n
t
c
o
n
d
i
t
i
o
n
s
o
f
g
e
n
d
e
r
,
a
g
e
,
a
n
d
e
x
p
e
r
i
e
n
c
e
s
.
T
h
i
s
i
m
p
l
i
e
s
t
h
a
t
t
h
e
f
a
c
i
l
i
t
a
t
o
r
s
h
a
v
e
e
x
p
e
r
i
e
n
c
e
a
n
d
k
n
o
w
l
e
d
g
e
i
n
g
r
o
u
p
m
a
n
a
g
e
m
e
n
t
,
w
h
i
c
h
i
n
t
u
r
n
,
allows
them
to
mediate
the
conversation
if
conflicts
arise
during
meetings.
They
must
also
promote
the
participation
of
children
and
young
people
and
ensure
that
their
voices
are
heard
on
equal
terms.
Those
who
are
interested
in
implementing
this
proposal
are
recommended
to
consider
the
sociocultural
context
of
communities,
starting
from
their
needs
and
previous
experiences
that
serve
as
case
studies,
as
this
influences
the
extent
to
which
the
communities
have
different
experiences
in
terms
of
the
relationship
with
STI.
T
h
e
e
x
p
e
r
i
e
n
c
e
s
o
f
t
h
e
U
N
I
M
I
N
U
T
O
S
o
c
i
a
l
I
n
n
o
v
a
t
i
o
n
S
c
i
e
n
c
e
P
a
r
k
s
h
o
u
l
d
a
l
s
o
b
e
c
o
n
s
i
d
e
r
e
d
,
w
h
i
c
h
i
s
a
b
e
n
c
h
m
a
r
k
in
processes
of
social
appropriation
of
knowledge,
recognized
by
both
public
and
private
actors
at
the
regional
and
n
a
t
i
o
n
a
l
l
e
v
e
l
s
.
Recognition
and
funding
F
i
n
a
l
l
y
,
w
e
e
x
t
e
n
d
o
u
r
g
r
a
t
i
t
u
d
e
t
o
t
h
e
S
e
c
r
e
t
a
r
i
a
t
o
f
S
c
i
e
n
c
e
,
T
e
c
h
n
o
l
o
g
y
,
a
n
d
I
n
n
o
v
a
t
i
o
n
o
f
t
h
e
g
o
v
e
r
n
m
e
n
t
o
f
C
u
n
d
i
n
a
m
a
r
c
a
a
n
d
t
h
e
U
N
I
M
I
N
U
T
O
S
o
c
i
a
l
I
n
n
o
v
a
t
i
o
n
S
c
i
e
n
c
e
P
a
r
k
f
o
r
m
a
k
i
n
g
t
h
i
s
p
r
o
p
o
s
a
l
p
o
s
s
i
b
l
e
.
148
López et al.
Learning communities for the social appropriation of knowledge: cacti project
R
e
f
e
r
e
n
c
e
s
[
1
]
C
O
N
P
E
S
.
(
2
0
1
6
)
.
P
o
l
í
t
i
c
a
n
a
c
i
o
n
a
l
d
e
C
i
e
n
c
i
a
,
T
e
c
n
o
l
o
g
í
a
e
I
n
n
o
v
a
c
i
ó
n
(
d
o
c
u
m
e
n
t
o
b
o
r
r
a
d
o
r
)
[
N
a
t
i
o
n
a
l
S
c
i
e
n
c
e
,
Technology,
and
Innovation
Policy
(draft
document)].
CONPES.
[
2
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E
.
G
a
r
c
í
a
,
J
.
G
o
n
z
á
l
e
z
,
J
.
L
ó
p
e
z
,
J
.
L
u
j
á
n
,
M
.
G
o
r
d
i
l
l
o
,
C
.
O
s
o
r
i
o
,
C
.
V
a
l
d
é
s
.
C
i
e
n
c
i
a
,
T
e
c
n
o
l
o
g
í
a
y
S
o
c
i
e
d
a
d
:
u
n
a
aproximación
conceptual
[Science,
chnology,
and
society:
A
conceptual
approach].
OEI.
2019
[
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M
.
S
á
n
c
h
e
z
,
N
.
M
a
c
í
a
s
.
“
E
l
p
a
p
e
l
d
e
l
a
c
o
m
u
n
i
c
a
c
i
ó
n
p
ú
b
l
i
c
a
d
e
l
a
c
i
e
n
c
i
a
s
o
b
r
e
l
a
c
u
l
t
u
r
a
c
i
e
n
t
í
f
i
c
a
:
a
c
e
r
c
a
m
i
e
n
t
o
s
a
su
evaluación”.
Revista
Eureka
sobre
Enseñanza
y
Divulgación
de
las
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[
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.
Q
u
i
n
t
e
r
o
.
“
E
n
f
o
q
u
e
C
i
e
n
c
i
a
,
T
e
c
n
o
l
o
g
í
a
y
S
o
c
i
e
d
a
d
(
C
T
S
)
:
p
r
e
s
p
e
c
t
i
v
a
s
e
d
u
c
a
t
i
v
a
s
p
a
r
a
C
o
l
o
m
b
i
a
”
,
Z
o
n
a
p
r
ó
x
i
m
a
(12),
222–239.
2019
[
5
]
Z
.
B
e
t
a
n
c
o
u
r
t
,
P
.
L
ó
p
e
z
.
“
P
r
o
p
u
e
s
t
a
p
a
r
a
l
a
i
d
e
n
t
i
f
i
c
a
c
i
ó
n
d
e
f
a
c
t
o
r
e
s
q
u
e
i
n
f
l
u
y
e
n
e
n
e
l
d
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López et al.
Learning communities for the social appropriation of knowledge: cacti project
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Vélez
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Learning communities for the social appropriation of knowledge: cacti project