Project Based Learning (PBL), Towards a Sustainable Ethnoeducation in the Amazon of Putumayo, Colombia

Abstract

This participatory research implemented Project-Based Learning (PBL) to strengthen sustainable ethnoeducation in three Indigenous schools in Putumayo, addressing the accelerated loss of ancestral knowledge and native languages in Amazonian contexts affected by deforestation, conflict, and homogenizing educational models. The main objective was to apply PBL as an intercultural strategy through the characterization of educational practices, the design of projects integrating ancestral knowledge, and the evaluation of their impact on 48 Indigenous students (aged 10–15), 14 bilingual teachers, and 10 community leaders.

The diagnostic phase combined participant observation, semi-structured interviews, and Likert-scale surveys, identifying an 82% cultural disconnection, 73% of classes without systematic use of Indigenous languages, and an initial cultural self-efficacy score of 2.1/5. Subsequently, projects focused on traditional agriculture, sustainable waste management, and the revitalization of Indigenous oral traditions were developed following the complete PBL cycle.

The results showed statistically significant improvements (p < 0.01): intercultural competencies increased from 42% to 77%, environmental competencies from 31% to 68%, and academic competencies from 55% to 74%. In addition, two hectares were restored using traditional techniques, and 15 ancestral dances were documented. The intercultural PBL model proved to be effective and scalable for strengthening Amazonian biocultural revitalization and supporting sustainable educational policies aligned with SDG 4.7.