Ethics and aesthetics of scientific research

An ethno-educational approach to inclusion

Abstract

This article establishes the relationship between the ethics and aesthetics of research from an
ethno-educational perspective, for which it was necessary to interpret the action of educating,
which necessarily contemplates teaching and learning and all that these two processes represent, taking as a fundamental framework the pedagogical act, supported and contextualised from the perspective of the culture corresponding to the social, ethnic and geographical context where it is carried out for the consolidation of the educational event. In this sense, it is important to recognise that the educational experiences (ethno-educational) that take place in ethnic spaces must be carried out in accordance with intercultural and ancestral practices that favour the recognition
and self-recognition of their identities in such a way that they are inclusive, favour dialogue
and the recognition and encounter with the other, respecting differences.From this
framework, this article justifies the interpretation of the importance of the ethics and aesthetics of research, from an ethno-educational perspective, as this is a concrete educational project, which derives from a state and community commitment as a guarantee of preservation of ethniccultural diversity, which in turn seeks to respect the difference, identity and authenticity of each group or community, taking into consideration their ideologies, customs, customs, beliefs and language. This reflection leads to an analysis of the challenges of ethno-education in intercultural contexts with specificity in the Afro-Colombian community in their intercultural contexts mediated by their ancestral practices.