TERRITORIAL CIPAS: Academic Integration for Community Transformation. Educational Experience on Medicinal Plants and Ancestral Knowledge with Weekend Students at Jaibaná School (Huila, Colombia)

Objective. To describe and analyze an educational experience developed within the Academic Integration for Community Transformation process at Colegio Jaibaná, Huila, aimed at strengthening the recognition of medicinal plants, ancestral knowledge, and environmental education through participatory and contextualized learning strategies. Method. A participatory educational experience was implemented in accordance with the heutagogical pedagogical model of the Universidad Nacional Abierta y a Distancia (UNAD). The intervention included knowledge-sharing activities, territorial reading, identification of needs through the collective construction of a needs tree, and educational sessions on the traditional and responsible use of medicinal plants. Based on the identified needs, the creation of a medicinal plant center using recyclable bottles collected by the educational community was proposed. Results. Students identified traditional knowledge and practices related to medicinal plant use in their households and communities, as well as knowledge gaps concerning their properties, benefits, and appropriate forms of use. The experience promoted active participation, conceptual appropriation, collaborative work, and the integration of community knowledge, self-care, and environmental education. The proposed medicinal plant center also strengthened recycling practices and the social appropriation of knowledge. Conclusion. The integration of ancestral knowledge, participatory methodologies, and environmental education constitutes a relevant educational strategy for strengthening contextualized learning, community engagement, and the responsible recognition of medicinal plants as a cultural, educational, and environmental resource.