• Intensive academic experience with direct dialogue between universities and Indigenous knowledge holders.
• Relevant training for those seeking to understand interculturality beyond superficial or purely normative approaches.
• Development of transferable skills applicable to professional contexts in education, research, cultural management, territorial work, public policy, and sustainability.
• Participation in a collaborative and international experience with partner institutions from Colombia and Ireland.
• Award of a digital badge and possibility of credit recognition, subject to approval by the respective academic programs.

• Critical thinking to analyze knowledge hierarchies, intercultural relations, and contemporary debates on epistemic justice.
• Ability to interpret the contemporary role of Indigenous knowledge in educational, territorial, environmental, and political contexts.
• Intercultural dialogue skills, active listening, and respectful communication in contexts of epistemic and cultural diversity.
• Capacity to work collaboratively in interdisciplinary and intercultural teams.
• Ability to translate conceptual and situated learning into applied, ethically grounded, and contextually relevant proposals.

The course is aimed at undergraduate and graduate students, professionals, and individuals interested in the social sciences and humanities, education, sustainability, cultural management, community-based work, international cooperation, and public policy.

Potential profiles include students and graduates in anthropology, sociology, history, literature, cultural studies, philosophy, education, political science, environmental studies, law, community health, and related fields; educators; cultural managers; professionals from NGOs, public institutions, or community-based projects; researchers in training; and intercultural mediators.

Main areas of interest: Indigenous knowledge, epistemic justice, intercultural education, oraliture, traditional medicine, sustainability, territoriality, collective rights, and dialogue of knowledge systems.

Estimated age range for marketing strategy: 20 to 50 years.

The school will be delivered through a learner-centered methodology, combining introductory lectures, dialogues with Indigenous knowledge holders, collective case analysis, participatory workshops, observation and reflection activities in the field, and group work spaces oriented toward the development of a final project.

A collaborative, reflective, and experiential pedagogy will be prioritized. This means that participants will not only receive content, but will also be expected to discuss it, contrast it with the situated learning gained from fieldwork, and collectively produce a final proposal.

The course dynamics will emphasize values such as intercultural respect, listening, punctuality, teamwork, responsibility in the field, ethical care for the spoken word, and openness to dialogue among different disciplinary, linguistic, and cultural trajectories.

Support materials will include selected short readings, workshop guides, guidelines for the final project, and, where relevant, bilingual materials in Spanish and English.

• No specialized prior knowledge is required. For this reason, the course is classified as basic level.
• Participants are nevertheless expected to demonstrate genuine interest in intercultural work, willingness to read short materials, active participation in discussions, and availability to attend the academic field trip outside Bogotá.
• No technical tools or specialized software are required. The academic team will provide readings and basic guidelines in advance.