UNIVERSITY INSTITUTION COLEGIO MAYOR DEL CAUCA

ART AND DESIGN FACULTY

ENGLISH

STUDENTS:

ANDRES MORALES OROZCO

IVAN DARIO PENAGOS HURTADO

TEACHER:

JHON JAIRO DUEÑAS MUÑOZ

POPAYAN, CAUCA
Summary

The struggle of the indigenous communities over time has postulated the issue of their own education
as one of the fundamental pillars for the construction of peace in the territory. Since 1985, the
indigenous community Misak, from southern Colombia, has initiated the Guambiano educational
approach. In the middle of 2010, it is structured at the primary and early childhood levels. Already in
2012, the proposal of secondary basic education and higher education is systematized through the
Misak College.
However, in this educational approach, the community catalogued age or older than 17 years was left
aside. Only in 2005, the community began its own education plan for young people and adults, calling
it "expansion of coverage". This proposal is systematized against the M.E.N. in the year 2014 making
possible the graduation of people who for some reason could not complete their primary and
secondary education. The main objective of the work is to contribute to the education of the Misak
indigenous community, through a proposal for the architectural design of a formal training and
research center for young people and adults, since they do not currently have their own infrastructure
in which to teach and develop their educational methodology.
The idea, is to propose through a participatory methodology, in which the community is linked to the
project and is part of the entire design process, in order to integrate the community directly into the
project, strengthening social sustainability through ownership. The methodology is developed in 4
stages of study (interpretative, argumentative, propositional and project development) to allowing to
cover the different social aspects that intervene in the elaboration of an educational equipment.
The architectural design must understand, transmit and reflect the thought and sense of the cosmology
of the Misak community, understanding that the communities have their own education, which
responds to their needs for integral formation, recovery and strengthening of their customs.
1. Introduction

Within the national framework, one of the most relevant issues in peacebuilding is education. For the
indigenous communities of the southwest of the country, for decades it has been one of the main
problems and causes of innumerable conflicts and disputes, since to access to this fundamental right
for these social nuclei is in a certain way very difficult and sometimes inefficient.
Education for the Misak indigenous community, in the department of Cauca, has been focused on
daily learning, imposed by contemporary or western society; bringing with it difficulties for the
population, in issues of continuity or permanence in the normal learning cycle.
For these reasons, the ancestral authority of the Guambiana chapter, since 2005, began to develop a
methodology for the learning of the young and adult population, helping to complete the basic
educational studies established by the Ministry of National Education (M.E.N.).
This methodology is focused as an agricultural educational model where students can implement
Western knowledge to everyday practices, contributing to the strengthening of ancestral customs and
the survival of the Misak being.
Therefore, this degree work aims to contribute to the educational quality of the Misak indigenous
population, through a proposal for the architectural design of a formal training and research center
for young people and adults in the village of El Wuarankal, Silvia-Cauca.
This project is directed towards the research part, since the architectural product is the result of a
direct experience with this community and its traditions. The methodology is based under the concept
of "participatory architecture". Characterized by a balance in the relationship between Architect-
Community. Contributing indispensable factors to the project through this symmetrical and symbiotic
relationship.
The methodology of this work takes as a reference the guide proposed by COLCIENCIAS for the
design of science and technology centers in Colombia. In addition, it is complemented with different
participative methodological models to promote the social appropriation of knowledge in an
indigenous community.
The work is divided into four stages: interpretative, argumentative, propositional and projectual. In
this last stage, the architectural design proposal for the Shur Payan training and research center is
finalized.
The product of an entire participatory process with the Misak community demonstrates the
importance of involving the communities in the processes of design and consolidation of architectural
products. In this work it can be evidenced how some basic initial requirements of a school are
transformed into an integral proposal that contributes socially and economically to the community.
A proposal thought with the community and for the community, is sustained under social parameters,
being inclusive and generating social appropriation of the projected spaces. Relating technical
parameters with social parameters.
This project is an example of the necessary process to project to an indigenous community, a facility
according to their imagination, consistent with the objectives of their life plan, highlighting their
customs and projecting the future of a people.

The Misak community, teachers, directors, students and governors of the cabildo, see in this project
the dream and great part of the objectives of the current life plan of the community; they see in the
land and the agricultural customs, the future of their people, predicting the future environmental
change and the consequences on the territory.
2. Problem definition

2.1 Background to the problem

"The inter-ethnic relations between indigenous peoples and national society, that is, those established
between two social groups that do not share the same culture and language, always entail a class
relationship, which expresses the historically established link between a dominant sector and the
subjugated sectors, between a hegemonic culture and language and subordinate languages and
cultures. These intrinsic relations, essentially asymmetric, are based on a double situation of
oppression, which occurs at the economic, political and ideological-cultural levels. (Cabrera, 1994).

Since 1985, it has been proposed to recover the Misak indigenous education; this first moment is
called Guambiano educational planning. The indigenous community, only in the year 2014,
consolidated an educational proposal for the missing segment. Which is education for young people
and adults. Since it is one of the most important aspects in the topic of indigenous education Misak;
since great part of its population, has not finished the basic studies and they are older than 17 years,
reason why, they are considered by the state, like population "extra age" in educational terms.

2.2 Description of the problem

Due to the special characteristics of the educational methodology for the education of young people
and adults, it is necessary to have a physical space where to carry out the Misak pedagogical proposal,
contributing to the educational quality through an architectural design proposal of a training and
research center.

For the elaboration of this work, it is necessary to evaluate what types of aspects and parameters
should be involved in a participatory architectural design to achieve an integrated proposal that
promotes relevance and community ownership.
3. Justification

The Misak community's need for self-education must be urgently addressed in order to contribute to
its development as an ancestral people, supporting its conservation and inclusion as an indigenous
community in today's world. According to the census of the Guambiano town council of 2014, the
population of the reservation is 15,405 people, of which only 1,150 finish secondary school and at
least 5,000 people, would be potential beneficiaries of a program of education for youth and adults.

This work is based on the rules of the Misak law's greater duty and right, as well as on the Misak life
plan of growth and survival. On the other hand, different norms order the construction of a differential
education for ethnic groups; as for example, article 7 of the political constitution of Colombia, in
which the cultural diversity of the Colombian nation is recognized and protected.

Nevertheless, this framework of formal norms and rights is far from being a reality for Colombia's
indigenous communities, these situations generated by the lack of their own educational systems and
inadequate equipment for their methodologies, generate educational desertion, low educational
standards and difficulties in understanding. This is the reason why we intend to develop a proposal
for the design of a formal training and research center for young people and adults for the Misak
indigenous community in the south-west of Colombia.

The project is proposed, under the definition of participatory design; contributing to improve the
educational quality of young people and adults Guámbianos, offering a coverage enroll, for 500
students; in addition, an alternative approach is proposed through the elaboration and handling of
agro-industrial products, involving not only the students, but also the community of the sector.
4. Objectives

4.1 General objective

Contribute to the educational quality of the Misak indigenous population, through a proposal for the
architectural design of a training and formal research center for youth and adults "SHUR PAYAN";
in the village of El Wuarankal, Silvia-Cauca.

4.2 Specific objectives

- Identify the architectural and cultural elements of the Misak indigenous culture

- Analyze data and factors of the Misak territory that guide the development of the architectural design
proposal.

- Link the participation of the Misak community in the design of the architectural proposal through
participatory activities.

- To design an architectural proposal for the training and formal research center for young people and
adults.
5. Theoretical framework

Elementary aspects for the conceptualization of the architectural design proposal of the training and
formal research center for youth and adults, Shur Payan; of the Misak indigenous community.

In order to be able to clearly define the main elements for the design of an educational facility for
indigenous education, it is important that the community's feelings and thoughts are very clear, it is
necessary to investigate issues such as the conception of its cosmology in its life and daily life. For
this first phase of research the study of the life plan of survival and growth Misak is carried out, which
explains the customs, senses and experiences of the ancestral people.

This guideline provides valuable information to understand initially, for whom and for what, it is
intended to benefit from the development of this work. It is necessary to understand the mission and
vision of the Misak. It consists of protecting what belongs to them by a greater right; by a greater
right, we mean the norms stipulated before colonization.

"Those rights that have recognized us, those that we call today the legal norms, those that are in the
Constitution, and in the statutory or ordinary norms, are a support of the Major Law, of the Law of
Origin, of the Natural Law. But the base to make recognize those rights has been that philosophy,
those principles of our identity, that reality that our ancestors, enjoying or suffering, developed in our
continent during 10, 20, 30 thousand years. That's what makes us have those rights. Muelas Hurtado,
Lorenzo; (1999 cultural resistance and indigenous peoples)
6. Frame of reference:

The frame of reference for this project should strengthen and provide conceptual and architectural
information, in addition to providing information that can contribute to discussion dynamics. In this
way, the first architectural reference, the Ethno-village Kiparate developed by the architect, Juan
Pablo Dorado. This indigenous community is known as Puerto Jagua, on the banks of the Chorí River,
belonging to the municipality of Uquí-Chocó, on the Colombian Pacific coast.

The inhabitants of Puerto Jagua are known as Emberá, which means "river people". It is a people that
has historically settled around these bodies of water, which are fundamental, not only because of the
amount of resources they offer, but also because they are transport routes and places with high cultural
significance.

The proposal comes from reinterpreting the indigenous habitat in order to understand and develop
their traditional ways of life, making an analysis of physical, biological and socio-cultural elements
of the community, with this, it is able to understand their culture and daily life. This settlement,
foresees the disposition of the most important building, in the highest part of the site, creating from
this a linear landscape of events.

The structure itself is understood as an elevated surface that generates small actions such as gathering,
sleeping, eating, etc. The platform is conceived as a protective element against flooding during the
rainy season, but this is a very delicate element that takes advantage of levels and heights, getting lost
in the vegetation, generating a minimum impact.

Figure 1 Embera proyect

Source: South American office of arquitecture

The supporting structure is understood as a slender and subtle element that loses proportion when it
meets the main tambo, giving it three qualities such as proportion, accessibility and visual reference.
The accommodations are accompanied by a tambo of smaller proportions, which alludes to the
meeting place and reinterprets the typology of habitability of the community.

Figure 2 Embera project roof plan

Source South American Office of Architecture

7. Legal framework

This project is born by and for them. It is an experience where ancestral knowledge and today's
techniques merge. It is an incursion into a new territory, where the basics is the true way of life.

Compared to this project, the legal framework is broad, but its main reference is based on the
institutional mandate and other norms such as:

-Political Constitution of the Republic of Colombia, 1991.

- Article 7: recognize and protect the nation's cultural diversity.

-Article 10: Spanish, languages and dialects are official of their territories.

-Article 68: The right to a formation that respects and develops their cultural identity.

-Law 115 of 1994: Chapter 3: Title 3: Article 56: PRINCIPLES AND ENDS "education in ethnic
groups shall be guided by the general principles and aims of education established in this law, and
shall also take into account the concepts of integrality, interculturality , linguistic diversity, flexibility
and progressivity.

In the same way, the technical norms for the construction and design of an educational facility will
be implemented:

NTC 4595

It establishes the requirements for the planning and physical-spatial design of new school facilities,
aimed at improving the quality of educational service in harmony with local, regional and national
conditions.

In the development of the project is welcomed in the architectural sense and built environments in
terms of accessibility, safety and comfort, from the perspective of environmental sustainability for
facilities with low operating costs and minimal deterioration of the environment.

CLASSIFICATION OF ENVIRONMENTS:

A. BASIC PEDAGOGICAL ENVIRONMENTS

- Environments A

- Environments B

- Environments C

- Environments D

- Environments E

- Environments F

B. COMPLEMENTARY LEARNING ENVIRONMENTS

It is classified into four environment groups as follows: administrative and academic management
environments, student welfare, storage areas and restrooms.

LINEAMENT 10

The characteristics of the following objectives of this guideline are:

a) To define the pedagogical profile of the single-day school in terms of the quality goals sought and
in accordance with the skills and competencies required for this time.

b) Determine the areas and spaces that constitute the prototypes of six, twelve and twenty-four
classrooms.

c) To graph and specify technically the different spaces that conform the educational establishments
and to give guidelines for their grouping and implantation in the field.

d) To guide the planning, design and specifications of school buildings for the hot, medium and cold
climates of the country.

e) Orient and technically support the call for the design and construction of interventions in existing
schools and for new school buildings.

Figure 12 School guidelines 10

Dimension corporal - Body Dimension intelectual –
dimensions Intellectual dimensions
 Expresion corporal- Jugar – Play Saber -  Lenguaje – language
Body expression knowledge

 Recreos - Recess Competir - Comprender -  Matematicas –

Compete comprehend mathematics
 Deportes - sports Recrear - Indagar - Inquiry  Ciencias - science
Recreate
 nutricion - Nutrition Ejercitarse - Hacer - Make  ingles - English
Exercise
 salud - Health Comprobar -  TICS
Check
 Gimnasio - Conocer - Know
Gymnasium
Dimension espiritual - Spirit Dimension social -
dimensions Social dimensions
 Arte - Art Crear – Convivir - live  Foros - Fora
Create together
 Danza – Dance Expresar - To Intelectualizar –  Gobierno escolas
express intellectualize
 Teatro - theater Comunicar - Socializer -  Conciencia ecologica
Communicate socialize - Ecological
awareness
 Radio - Radius Representar - Respetar - respect  Amuerzo escolas -
Represent School lunch
 Etica - Ethics Entender al
otro -
Understanding
the other
 Musica - Music

 Religion – Religion
Source (Mineducation, 2014)

This graph represents the different spaces to take into account within the approach of an educational
institution, projecting four basic pillars that are: body dimension, intellectual dimension, spiritual
dimension and social dimension.

NSR-10

It is meant to give a brief reference to the general provisions of this standard with respect to
educational buildings or aspects that need to be taken into account. According to the standard, the
architectural design of the building must comply with current urban regulations, the requirements
specified in title J and title k and must also indicate each of the parts of the building and its
classification within the defined groups.
8. National strategy for social appropriation of science, technology and innovation

Colombia recognizes that as a base for the development of science, technology and innovation, an
effective social appropriation of knowledge is necessary. The challenge for this work is to develop
specific strategies to generate knowledge based on the recognition of the social and cultural context
of the indigenous community.

Social appropriation pretends to stimulate the creation and consolidation of spaces for the
comprehension, reflection and debate of solutions to social, political, cultural and economic
problems; generating scientific and technological knowledge.

Figure 16 Lines of development of the National strategy of social appropriation of the CTI

Transferencia e intercambio del conocimmiento Transfer and exchange of knowledge.

Participacion ciudadana en CTI Citizen Participation in CTI.
Gestion del cocnocimiento para la propiacion Management of knowledge for self-knowledge.
Comunicacion CTS CTS Communication

It is important to expand the understanding of the dynamics of production and use of knowledge,
including communities and civil society groups, through participatory mechanisms that facilitate and
favour the understanding and dialogue of an architectural design proposal. This is the way to form
community opinions regarding aspects related to science, technology, innovation and society.
9. Community work based on research and participatory action.

Community participation, according to Solís and Maldonado (2012), 'is the social attitude that should
be adopted in any type of activity that involves or affects the well-being of a community, and this is
the basis for its success as a socially sustainable structure. Understanding participation as the
collective construction of ideas, thus articulating the planning of proposals, resource management,
implementation of activities and project evaluation.

The constructions of true social architectural projects must emerge from community participation. In
the guide of Solís and Maldonado (2012), one of the methodologies that has best understood and
worked the participatory processes, is the Participatory Action Research or IAP; because it builds
critical thinking, allows the empowerment of spaces by the community, helping in the transformation
of marginalized groups.

These sequences or methodologies can be related jointly with the steps that Colciencias formulates
in its methodological guide. The first moment is called practice. It corresponds to the knowledge,
experiences and experiences of the participants, seeking to capture what is known by all, but not
ordered, on the basis of logic and community intuition. In this first step we are dealing with a
diagnosis of the current situation of a community.

In the same way, Colciencias proposes, as a first measure, a component called "Structure". This
includes tools for formulating a project. Phase 2 or Theory, as Soliz and Maldonado put it, consists
of gathering knowledge, experiences and experiences; analyzing the results of the diagnosis made.

Two important theorical elements are carried out in this stage: documentary research and theorisation
of the practice carried out. In other words, this stage must culminate in clarifying the type of Science
Centre that is to be built. Colciencias affirms that a suitable work in this phase, guarantees a more
effective and safe orientation of the material and human resources. It makes it possible to predict with
greater precision the type of problems to be faced in order to bring the project to a successful
conclusion.

The third moment is the propositive practice, which consists in the elaboration of a proposal to
improve the initial situation or existing problem. "Allowing, on the one hand, to generate scientific
knowledge and, in parallel, the act of intentionally transforming reality through a project" (Schmerkel,
1986).

The design process always begins with a proposal from the work team, elaborated from the first two
previous phases. It also involves the feedback given to this proposal by the various groups involved.
In this way, the pertinent changes to the proposal are made in order to be consistent with all the
parameters established from the beginning.

10. Agricultural Education

According to the text, Escuelas Normal Rural, Agropecuaria y de Campesinas en Colombia en los
años 1934-1974; written by Alba Nidia Triana Ramírez. Agricultural education in Colombia began
in 1934, with the creation of Rural Normal Schools within the framework of the liberal government;
later agricultural vocational education and Home Schools for Campesinas appeared. It is based on the
fact that during the first third of the 20th century, rural primary education only reached two grades of
schooling; this prevented development and secondary education in agreement with the needs of the
rural sector, even though more than 70% of the country's population lived in the countryside.

Therefore, agricultural education in Colombia does not have clear bases or established parameters
that allow for the adoption of clear guidelines or referents. Therefore, it is necessary to name referents
of close as in Argentina; since it has a great tradition of agro technical schools, installed in the rural
means, near towns and cities, where generations of young people are being formed dedicated to the
rural tasks.

The experience accumulated in this country on the formation for employment from the perspective
of the agro-technical education, has been remarkable, since its strength has been to overcome the
restrictions, betting for the day to day, to the dynamics of the sector. This being a decisive factor in
local and regional sustainable development. Promoting work and contributing to strengthen the rural
population of their territories. Offering tools to take advantage of their current agricultural benefits
and potentialities.

This type of educational strategies and alternative methodologies will provide the rural populations
of Colombia with mechanisms and instruments for the development of family farming, strengthening
the values of the rural environment, as well as contributing to food security and increasing economic
levels.

On the other hand, according to Eduardo Dillon, in his article "La educación rural en la Argentina de
hoy" (Rural education in Argentina today), the world demand for agro-food and the technological
advances in the field of genetics and the biotechnology of machines and instruments set a precedent
moment in the history of the world agricultural sector.

Therefore, rural education must be destined to guarantee the fulfillment of schooling, through forms
that are adapted to the needs and particularities of the population that lives in these areas. Empowering
the industrial and agricultural sectors, through strategic educational resources, training technicians
and workers; providing them with sufficient capacities to respond to the demand of the local
productive sector.

It is worth mentioning the graduate work of Camilo Trujillo Sáenz from La Salle University, who
states that, despite the evident growth of the national economy, the agricultural sector is lagging
behind other sectors and its participation in GDP has decreased. This shows that the sector has not
modernized nor has it evolved at the pace of other productive sectors. According to Tovar and Uribe;
(2008), on average, between 1965 and 1990 the sector had a participation of 23.5% in the total GDP;
in 1997 its participation became only 15.7%.

Therefore, the lack of education, training and formation, among other factors, has determined that the
country is not competitive in the agricultural sector. Hence, the imperative need to educate producers
and all actors linked to the sector.

According to Perfetti, M, (2004) Despite the enormous effort being made by the national government
to promote development and education in the rural sector, we cannot hide the past or the factors that
have prevented progress in these areas. This impediment to the development of the sector consists of
very clear points, such as rural violence, lack of policies, school desertion, high illiteracy rates, forced
displacement, lack of infrastructure and the government's lack of interest in moving the sector
forward, among many others.

For questions of interest in this graduate work and with form to this image of agricultural education
in Colombia, it is intended to consult local or international architectural projects that present similar
themes and methodologies that are favorable to agricultural fields.

In particular, the Ekiraya School of Alejandro Uribe Cala, in the department of Cundinamarca-
Colombia. It tries to generate a friendly construction with the environment and their users. For this
purpose, wood and metal are used, being a lightweight construction system. The project includes a
nucleus that opens towards the interior, integrating vegetation inside and outside of it. Stimulating
the interests of the students, making the last school stage more enjoyable.

The energy consumption of the equipment is minimal, since it is managed through passive
temperature control. In addition, it maintains magnificent natural lighting during working hours.

Figure 18 Reference Ekiraya School

Source (Valbuena 2019)

This education center is interesting in the way it handles materials and how it integrates water
collection systems and passive systems, however, it is not developed through a participatory
methodology with the community. Which, in this case study, is the most relevant aspect to be dealt
with.

An international reference, taking into account the aspect of sustainability, is located in the city of
Dubai, designed by CEBRA Architects in 2016.

This project looks to generate learning environments that are permeable to the interior and exterior,
integrating green areas. This way, the equipment has a natural ventilation of the spaces and a greater
comfort, pretending to satisfy the educational need of near 1000 students.

The methodology carried out for the care of the vegetation is through the integration of the student;
making known the importance of this and its care, in a practical and vivencial way.

Figure 19 Dubai Sustainable School

Source (Arango 2019)

Focusing the study on indigenous Latino communities, the Mazaronkiari multifunctional classroom
project in Peru, which is developed for the native community Nomatsiguenga, located in the district
of Pangoa, in the central jungle of Peru. This project was born out of the need for a dining room for
about 100 children. It was decided to create a versatile architecture, with mixed materials, a structure
integrated by a series of series of wooden planes and its enclosure in sheltered walls, which allow
interior-exterior permeability, as well as good ventilation.

The space is conceived as a multifunctional classroom, since it will serve both as a dining room, and
to develop multiple activities, highlights the shape of the furniture, as it can be used for different
activities, such as enclosure, table to eat or to perform work.

The combination of local materials with modern construction systems and the active participation and
contribution of the community, allow to build a wide, functional space in harmony with the
environment.

Figure 20 Multifunctional classroom I

Source (Sebra, Slan, 2019)

Figure 21 Multifunctional Classroom II

Source (Sebra, Slan, 2019)

11. Methodology

The project will be carried out through a participatory design model, where the task is to investigate
the real educational needs and requirements of the Misak community. Considering the Colombian
state norms and guidelines. This with the purpose of being able to carry out a design with
homogeneous criteria, where the traditional knowledge and the parameters established in the law are
respected.

This guideline allows us to take into account recommendations made by the community and the
collection and interpretation of information for a solid proposal with a high social impact.

The methodology will be divided into four general stages. (Interpretative, argumentative, propositive
and projectual), these will allow to complete and to construct solid bases for the project. In addition,
the activities with the community will have a descending order, in order to understand and complete
the items of the following graph.

Figure 35 Project design overview

Source (Colciencias 2015)
Ruta ASCTI - ASCTI route Ruta de diseño fisico y tecnico - Physical and Ruta de gestion - Management path
technical design route

Antecedentes – Backgrounds Localizacion – Location Naturaleza juridica - Legal nature

Educacion - Education Arquitectura - Architecture Planeacion estrategica - Strategic planning

Comunicaciones - Communications Dotacion - Endowment Estructura organizacional - Organizational

Structure

Ambientes de aprendizage - Learning environments Interiorismo – Interior Sostenibilidad economica - Economic

sustainability

Diseñar Design

12. Interpretative stage

This phase consists of going closer to the community to evaluate behaviors and attitudes through
dialogue and participatory activities, to create a general image of the educational spaces of the
equipment, is the phase of integration with the Misak community; to understand and feel the
importance of preserving their roots.

13. Argumentative stage

With the collection of information, participatory activities, interaction with the traditional doctor,
design rules and the study of the Misak cosmovision, a guideline will be developed, in which the
necessary disposition and dynamics for the development of the project, respecting the Misak thought,
interaction and feeling, together with the legal dispositions, will be presented in a precise way. Always
seeking to keep the image and the central idea of the project.

For the development of this phase, the ASCTI model proposed by Colciencias was made, in the guide
for the formulation of projects with a research approach. In this guide, Georges Canguilhem is named,
who talks about the popularization of science and affirms that it should be "Collective in its
destination, collective in its elaboration, since science is a common capital in whose fruitfulness the
public should be interested. The diffusion of science requires from now on a minimum of
democratization".

Source (Colciencias, 2015)

Antecedentes – Backgrounds
Educacion - Education
Comunicaciones - Communications
Ambientes de aprendizage - Learning environments
Ruta ASCTI - ASCTI route

THE ASCTI ROUTE HAS FOUR COMPONENTS:

A. BACKGROUND COMPONENT

Justify the existence of the equipment in terms of audiences and particular interests of a region.

B. EDUCATIONAL COMPONENT

It establishes the educational identity of the Shur Payan training and research centre and shows how
it will proceed as a formal educational institution.

C. COMMUNICATIONS COMPONENT
Equipment strategies to connect with communities and stay in their imaginary. The communications
component is understood in Science Centers as a set of processes of construction of meaning between
different actors. These processes are articulated through strategies of dissemination, socialization and
collaborative creation, and their object is the recognition of the Science Center by the communities.

D. LEARNING ENVIRONMENTS COMPONENT

According to Colciencias guide, learning environments are characterized by promoting independence

and the freedom to develop cognitive skills and abilities in people. For this reason, a Science Center,
understood as a learning environment, provokes and motivates ASCTI through the generation of
stimulating and significant conditions that favor the appearance of different types of interactions
between the visitors and the spaces of the place.

Proactive stage

At this stage, the location, form and design of the school are proposed and discussed, taking into
account all the conclusions of the activities, referents and norms, as well as the Misak cosmovision;
validating with the authorities of the town hall and professionals who advise the project.

This phase is carried out through the route of physical and technical designs of the guide for the
formulation of projects of Colciencias, which dictates that the physical spaces of an educational center
are characterized by being inspiring places that provide alternative forms of entertainment and
welcome a diverse audience. They are dignified, habitable, comfortable, adequate, safe and legal
spaces that require particular conditions to achieve their objectives. "Not only is it necessary to change
the what, it is necessary to change the how. You don't just have to change the contents, you have to
change the formats. The energies must be put not only in those that we are going to transmit, but in
the architecture of their transmission" Acaso, María (2008).

14. Project stage

This phase consists of the construction of an image projected on architectural plans and computerized
images: Renders and Demo Reel of the Shur Payan research and formal training center for young
people and adults, which must meet the optimal conditions of design, spatiality, functionality and
integration with the environment required by the community.
15. Hypothesis

This graduate work will contemplate the study and research of the necessary aspects for the
conception of the architectural design proposal of the Shur Payan research and formal training centre
for young people and adults. This work involves, throughout its execution, parameters of the
participative methodology of social appropriation of knowledge; proposed by Colciencias.

The social appropriation of the project will be seen reflected in all aspects of design, since all advances
in architectural design are consulted and exposed to the directives of the project, as well as involving
the educational community in decision making and ideas through activities that allow the analysis of
multiple social aspects.

This formal training and research centre for young people and adults will be socially sustainable and
will contribute to the economy of the community in different aspects. The equipment will have the
capacity to educate 500 students, not only at a basic educational level, but also, contributing to the
professional technical formalization, using practice spaces and agro-industrial production.

Finally, the project will contribute to the objective of retaking and consolidating ancestral knowledge
and social practices that are being lost. But also, it is projected as a space of economic and educational
development that strengthens at the same time, the Life Plan of growth and survival Misak.
16. Multidimensional context analysis

The intention is to investigate in depth the social bases of the Misak indigenous community, having
in advance the permission and approval of the government of the Guambian cabildo, since 2018, in
order to get to know first hand this culture and their aspirations with respect to the design project of
the Shur Payan school.

For this stage, a detailed description of the different aspects that are part of the general environment
of the project and that must be considered during its development is provided.

This analysis offers a comprehensive look at the target population and the contextual factors that must
be taken into account during the formulation of the project.
17. Conclusions of multidimensional analysis

The Misak community understands its environment as a whole, from its family circle to its social
connection, conceiving its entire territory as sacred and of absolute respect.

- To conceptualize the design it is important to take into account the disposition of the equipment
with respect to the moors, lagoons, sunrise and sunset.

- This community in its great majority prefers a strong and constant connection with its environment,
where it is easy to interact with beings.

- The materiality within its imaginary does not go much beyond those provided by the earth, and is
part of being Misak.

- The importance of the circle in daily life, as they understand life as a cycle of learning, as well as
representing women as a source of life and progress.

- The importance of the journey through this project lies in the fact that it must exemplify the passage
of time and, as time goes by, vestiges or symbolic elements of the Guambian population must appear.

- Dialogue and the transmission of knowledge from generation to generation are vital aspects of their
lives.

Social projection

This center of formation and formal investigation for young people and adults Shur Payan, is born of
the collaboration, between students of the main school of the cauca, with authorities of the
government of the city council of Guambia, to achieve the proposal of architectural design.

According to the study carried out, this project aims not only to contribute to the community's need
for an educational facility, but also to serve as a technical, agricultural and scientific milestone and
node, which will contribute to the economy of the sector through spaces for the transformation of
some products.

The aim is to promote a teaching path with spaces that link the cosmogony and cosmology of daily
life, of being Misak. These spaces will allow this community to open their own teaching paths, since
each one of them was thought to return their customs and adopt the educational methodology by
means of the fabrics of life proposed by their education plan for young people and adults.
Community participation

The project contemplates the participation of the Misak community and city council authorities, as
well as teachers in charge of the academic program in all 4 stages. The community is involved in
aspects of design, location and generating ideas through recreational activities, theory, conferences
and talks.

Architectural Program

This project tries to relate two architectural programs that reflect the differences between the area of
the spaces required for an educational facility. The first program is made taking into account the norm
NTC 4595, for the count of the area by student, and the second program develops a proposal of
different areas, thought and evaluated from the community to develop the methodology of "Tejidos
de Vida". Which must be measurable and developed with different standards to those stipulated in a
state norm.

NECESSARY SPACES AND SUB-DIVISIONS.

1) Administration: The first space to enter the institution for control and management of the public.

It must house the following spaces:

- Teachers' room

- executive offices

- infirmary

- cafeteria

- secretary

- archive

- restrooms
2) Library and systems room: it is the second space of the beginning of the school, in order to be used
not only by the students but also by the community, but with a direct control of the administration, it
is important that they have a direct visual relationship.

This space contains:

- Audiovisual room

- Bilingualism room

- Reading zone

- Book shelving area

- Librarian's Office

- Deposit

- Individual work zone

- Group work zone

3) Dining room and kitchen: this space is the most important for the integration of the community, it
represents the bonfire, as it is where the entire educational community meets to celebrate their
festivities, graduations and consume food. For the students, it is a space for conversation and dialogue
during breaks. This space must contemplate:

- Kitchen

- Dining area

- Platform

- General laundry

- Bathroom

4) Sanitary Batteries: these spaces are designed based on the community's behavior with respect to
latrines, which are separated from the permanence spaces and so that their ventilation is optimal.

5) Classrooms: these spaces are designed from the study of the methodology they implement, since
the degree of study is given at the rate of living tissues. This is why the spaces are distributed in pairs
of fabrics, also according to this form of teaching is designed for a small group of about 20 students,
so that their classes are personalized.

These spaces must contemplate:

- Cabinets area.

- Pedagogical elements zone.

- Space for teachers.

- Space for students.

Academic Space Relations

Figure 84 Academic spatial relationships

 acceso entry
área libre free area
parqueadero parking lot
Area publica y deporte public area and sport
Administración stewardship
Comedor, cocina y servicios dining room, kitchen and services
Area alumnos student area
Biblioteca y tecnología library and technology
Talleres y laboratorios workshops and laboratories
Trapiche press
Zona de lana wool area
Zona carnes meat zone
Oficinas y bodegas offices and warehouses
Oficina y bodega office and warehouse
Establo stable
Marranera pig carport
Corrales paddock
Galpones sheds
Zona de carga y descarga loading and unloading area

These space relationships should support the consolidation of zoning and siting, so that education is
oriented through a participatory process with the community that strengthens this alternative
education system.

The relations of the spaces should help the communication of the educational establishment with the
community, providing a visual opening to strengthening the relationship with the environment. In
addition, direct circulation will be achieved by effectively connecting the living spaces, where the
administration is the distribution point or starting point of the spaces.

The workshops and laboratories will have a great impact on distribution and accessibility as it is a
meeting point between the two main phases of the project, the academic and agro-industrial are
connected.

Natural determinants

Figure 85 plane natural determinants scheme

In this graph, the natural determinants for the general zoning of the equipment are shown
schematically. Beginning with the isolation of the water round, which contemplates an isolation of
30 m. in addition trees of medium and high bearing will be planted, especially in the northeast and
southwest sides to prevent the strong breezes, besides that they will be part of the live enclosing of
the border of the lot.

2 Physical determinants

Figure 86 Physical determinant plans

Source Own preparation

Initially, as the most obvious physical determinant in the lot, it is the road, which divides the land in
half. However, it is proposed that the road be projected on one side of the lot, as shown by the yellow
arrow in the previous graph. This, in order to make the most of the space and providing greater control
and security of the facilities.
Therefore, they are the spaces of the highest levels, the preferred for the disposition of most of the
spaces of the equipment. In addition, it is necessary to generate isolation along the entire route for the
safety and comfort of students and teachers.

The lot has three neighbors of the guambia's town hall and the fourth neighbor, which borders on the
water round, belongs to the Ambaló's town hall, thus, as dictated by the norm, the lot must have an
isolation of at least 5 meters from neighboring neighbors, represented by the red dotted line.

Zoning

All the references, parameters, activities and determinants that have been studied and evaluated
throughout the course of the project, result in all the following stages of zoning and location of the
equipment.

Figure 88 First general zoning

Source Own preparation

The first zoning approach was carried out by dividing the general spaces into stages and distributing
the recreational and parking areas in order to group the academic spaces into the flatter and better
arranged zones.

E1: This stage is available for administrative spaces, classrooms, library, kitchen, dining room,
computer room, among other purely academic spaces.
E2: This stage includes the areas of laboratories and food processing.

E3: In this stage there are spaces for the care of minor species and warehouse area for agricultural
materials.

K: This space will be dedicated to contain the sports field.

Q: This space indicates the parking place.

E: This space indicates where the power station will be located.

The next phase of the zoning consisted of arranging the spaces with greater clarity of each one of
them.

Figure 89 Zoning Plan 2

Source Own preparation

In this phase, a meeting was held with those in charge of the academic program, to present the work
that had been advanced and to be able to specify ideas and opinions regarding the spaces and site
where they are available. In addition, the areas of the spaces are approached, according to NTC 4595,
in order to appreciate the distances between them.

It is also established that the design of the school should implement an ecological path and paths that
lead to meeting spaces, in which classes can be taught outdoors, looking for dynamism and practice
with the help of their environment.
Figure 90 Model with zoning by students

Design proposal

At this stage, two different general plan schemes are proposed to the Chapter. One in which the track
is kept in the middle and the other in which the track is changed at one end.

Figure 92 Proposal for a plan diagram with the track in the middle

Source Own preparation

Figure 93 Proposal for a plan diagram with rail on one side

The equipment contemplates the academic and agro-industrial spaces with form to the vision of the
community; respecting the spatial requirements and the norms established for educational
establishments (NTC-4595) among others. Concluding this way, with a proposal of architectural
design of the center of formation and formal investigation for young people and adults Shur Payan.

In order to see the architectural plans and other explicit elements, annexes are delivered with the
complementary documentation of this degree work.
Conclusions

The participatory architecture project, of the formal training and research centre for young people and
adults of the Misak community, is an example of the importance of involving the community as an
object and objective in decision-making. The social inclusion of a facility is vital to ensure its
sustainability. The spaces are projected according to the agro-economic dynamics of the sector. This
proposal is projected based on coexistence and permanence with this community.
Social inclusion, organized in a participative methodology, makes this project an example of
architecture with the community, where social appropriation of knowledge is integrated in all aspects.
Supporting the Life Plan of the Misak community, reinforcing their customs and strengthening their
agricultural practices.
Web Graphics

This work carried out here, is the consolidation of an architectural idea, taking as fundamental base,
the Misak cosmology in front of the legal and normative parameters imposed by the law.

The Misak community, teachers, directors, students and governors of the city council, see in this
project the dream and great part of the objectives of the current life plan of the community; they see
in the land and the agricultural customs, the future of their people, predicting the future environmental
change and the consequences on the territory.

Juan D. (2014) kipará té - etnoaldea turística Embera recuperado el 1 de septiembre de 2018 de

https://www.archdaily.mx/mx/773460/kipara-de-embera-etnoaldea-turistica-juan-pablo-dorado-
plus-oficina-suramericana-de-arquitectura.

Arquitectura desde la comunidad y el territorio. Experiencias construidas en la selva peruana.

Recuperado el 4 de septiembre de 2018 de https://www.archdaily.co/co/780593/arquitectura-desde-
la-comunidad-y-el-territorio-experiencias-construidas-en-la-selva-peruana

Rosan Bosch. (2018) TEDxZaragoza Diseñar escuelas donde los niños ni quieran irse. Recuperado
el 24 de agosto de 2018 de https://www.youtube.com/watch?v=mfCa5N42tBE

Guía de Planeación Estratégica para el Manejo de Residuos Sólidos de Pequeños Municipios en

Colombia.Recuperado el 28 de noviembre de 2018 de
http://www.minvivienda.gov.co/Documents/Gu%C3%ADa%20de%20Manejo%20de%20Residuos
%202017.pdf

Romero Quesada, Manuel Alejandro; Hernández Quintana, Ania Rosa El método etnográfico y su
relación con el análisis de dominio Biblios, núm. 61, 2015, pp. 70-84 Julio Santillán Aldana

Dillon (s.f) La educación rural en la Argentina de hoy. Recuperadoo de:

http://servicios2.abc.gov.ar/lainstitucion/revistacomponents/revista/archivos/anales/numero05/archi
vosparadescargar/22.dillon.pdf