Linking the world of science and life from didactics: a qualitative leap for the social appropriation of knowledge.

Abstract

Achieving the social appropriation of knowledge represents a significant challenge, one that requires a qualitative leap to foster meaningful connections between individuals from the worlds of science and everyday life throughout the processes of knowledge creation, communication, and application. This article aims to reflect on this situation by proposing a special and critical pedagogy grounded in collective intelligence and co-creation as a means to make such a transformation possible. The research was conducted through a qualitative methodology with a hermeneutic approach, which involved acknowledging the author's lived experience, reviewing 49 texts, and engaging with 68 beings from both the scientific world and the world of life, all connected to the University of Antioquia. The findings highlight the need to create an atmosphere of trust that enables beings from both worlds to recognize each other in their particularities and multiple intelligences. This mutual recognition is essential for moving from the individual to the collective, and for advancing towards co-creation processes in which new knowledge can emerge. In such processes, two-way communication becomes fundamental, as it facilitates the teaching and learning of these collectively generated forms of knowing and experiencing. This requires clear pedagogical principles and components that allow participants to understand themselves and each other, to learn together, and to meaningfully appropriate what has been collaboratively created—so they may transform both their own realities and the world around them.