Over the past 9 years, the escalating conflict stemming from opposition to the oil industry in Colombia poses a significant concern for sector companies (CAMPETROL 2023). In this regard, social investment in the hydrocarbon sector is a key pillar for sustainable development and harmony among companies, communities, and the environment. Additionally, building trust is essential, as it fosters effective and transparent collaboration, allowing communities to engage equitably in projects (ANH 2019). Regional Pedagogy programs not only strategically address knowledge transfer processes but also contribute to the cultural inclusion of the region and the training of change agents who play more participatory roles in building trust and establishing local organic alliances (PNUD 2014).
As mentioned by Guevara et al. (2020), the methodology implemented by the Society of Petroleum Engineers (SPE) Colombian Section is based on the conceptual foundation of the SPE International Energy4Me program, an initiative developed in 2017 that relies on the implementation of didactic laboratories delivering hydrocarbon and energy concepts to the young community. The program presented in this document contributes to community strengthening among participants of different ages through learning as the foundation for their future. Additionally, it serves as a mechanism to characterize alliances in the influence zones of energy sector projects, including the identification of partner types, their level of commitment, and role definition (PNUD 2014). These aspects are crucial for companies when selecting strategic allies in the territory, enabling successful collaboration between communities and companies and enhancing the impact of implemented initiatives.
Regional pedagogy programs face several challenges shared with the processes of social appropriation of knowledge (ASC). One of the most important challenges is achieving the participation and engagement of local communities with the various actors in regional pedagogy programs. Without integration between communities and experts, social integration of scientific knowledge becomes difficult. Strengthening the design of tools and methodologies that expand theoretical development based on language adaptation is crucial. It's essential to recognize that most communities have strong ties to their traditions and customs. Therefore, introducing new scientific knowledge may clash with these deeply rooted beliefs, necessitating a sensitive and adapted approach (Minciencias 2021). Identifying and addressing these challenges upfront is crucial in the methodological construction of different regional pedagogy initiatives within the planned scope.
The regional pedagogy promoted by the Colombian Section of SPE focuses on literacy programs in the energy industry. These programs are essential in social processes and learning scenarios that explore the dynamics between the industry and communities. Their goal is to facilitate a clear understanding of the relationship, interaction, and impact of processes related to the energy industry (Elshehabi 2019). To achieve this, simple language is used, enabling communication of scientific concepts and community-specific knowledge, thus promoting knowledge exchange.
