Afrodescendant Ethnoeducation and the School-to-Work Transition in the Colombian Caribbean: The Cases of La Boquilla, Tierra Bomba, and Libertad-Sucre

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Detalles Bibliográficos
Publicado en:	Social Sciences vol. 14, no. 9 (2025), p. 526-546
Autor principal:	Riccardi Davide
Otros Autores:	Bossio Blanco Verónica del Carmen, Romero Tenorio José Manuel
Publicado:	MDPI AG
Materias:	Colombia Pedagogy Labor market Racial discrimination Curricula Marginality Qualitative research Systemic racism Innovations Employment Violence Secondary education Research methodology International organizations Social exclusion School to work transition Decolonization Tourism Social sciences Education work relationship Civil war Racism Schools Minority & ethnic groups Youth Knowledge Life transitions Employment opportunities Multiculturalism & pluralism Educational systems Education Public policy
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Descripción
Resumen:	This study analyzed the intersection between Afrodescendant ethnoeducation and the school-to-work transition in three marginalized communities of the Colombian Caribbean: La Boquilla, Tierra Bomba, and Libertad-Sucre. Using a qualitative methodology, the research reconstructed, on the one hand, the institutional framework of Afro-Colombian ethnoeducation since the 1991 Constitution, highlighting public policies implemented and their impacts. On the other hand, it examined the educational dynamics in these localities and their link (or lack thereof) to local labor markets, identifying innovations, limitations, and structural barriers affecting young people’s transition from school to work. The findings show that the Colombian ethnoeducational model has introduced curricular and participatory innovations aimed at enhancing cultural relevance and preparing students for productive life. However, its implementation faces persistent barriers including inadequate infrastructure, the legacies of internal armed conflict, structural racism, limited employment opportunities, and chronic public disinvestment. Despite valuable local initiatives—such as technical training in collaboration with the SENA (National Learning Service, Colombia’s public technical education system) in sectors like fishing and tourism—Afrodescendant youth continue to experience limited labor market integration. Finally, the article offers policy and practical recommendations from a decolonial ethnoeducational perspective, inspired by the pedagogy for liberation, to strengthen the school-to-work transition in contexts of vulnerability.
ISSN:	2076-0760
DOI:	10.3390/socsci14090526
Fuente:	Social Science Database