Intracultural education from intrafamily didactics in the Uru Chipaya culture with biocentric principles

Abstract

This research analyzes the intra-family didactics developed in the Uru Chipaya culture as an intracultural pedagogical experience based on biocentric and community principles. The study was developed from a qualitative approach with an ethnographic and participatory orientation, through participant observation, open interviews, oral history and systematization of community experiences. The population was made up of families, community authorities, teachers and students from the Uru Chipaya community in the department of Oruro, Bolivia. The results showed that intra-family education continues to be a fundamental mechanism for the transmission of ancestral knowledge, native language, socio-community values, cultural practices and knowledge related to harmonious coexistence with nature. It was also identified that families and community authorities play an essential role in cultural preservation and the strengthening of collective identity through educational processes based on orality, practice and community participation. The research concludes that intra-family didactics constitute a relevant pedagogical alternative to strengthen intracultural, intercultural and decolonizing processes, allowing the recovery of ancestral knowledge and promoting an education oriented to living well and respect for Mother Earth.