La educomunicación como herramienta de las comunidades afrodescendientes para reivindicar su identidad

Abstract

This research analyzes how educommunication forms part of the processes of vindication of Afro-descendant groups, taking into consideration the testimonies of people who articulate their resistance activities in the urban context. The study is based on the premise that the identity of black people has historically been affected by social gaps derived from racism and discrimination, a situation that has limited their processes of recognition. Using a qualitative approach, a content analysis was conducted that identified five central categories: dialogue, identity, racial challenges, cultural memory, and intergenerational projection. Similarly, the recurrences present in the narratives revealed deep discursive patterns that show how everyday communicative practices operate as mechanisms of cultural continuity and identity affirmation. This work allowed us to understand educommunication as a possibility that is part of the processes of resistance and identity vindication, in which the subject takes an active role in generating change. Likewise, the study invites reflection on a struggle that transcends the internal sphere of the collective and projects itself into the public space through the dissemination of its stories, memories, and knowledge in different media, aimed not only at its own environment but also at society in general, with the aim of promoting recognition and critical reflection on its history. Finally, it raises the possibility of proposing policies that contribute to their positioning within the historical and social narrative. The question that guides this work seeks to generate a more accurate approach to the current struggles of Afro-descendant communities, based on the following question: how does educommunication contribute to the vindication of their identity?