Revitalizing the Tacana culture from a decolonizing school: pedagogical strategies from the community

Abstract

This research addresses the revitalization of the Tacana language and culture through the implementation of pedagogical strategies developed in the educational units of the San Buenaventura Educational District, in the northern Amazon of Bolivia. The study aimed to strengthen intracultural and intercultural educational processes based on the recovery of ancestral knowledge, the incorporation of the native language in school spaces and the active participation of the community in pedagogical activities. The research was developed under a qualitative approach with a participatory and decolonizing orientation, using techniques such as participant observation, semi-structured interviews, community workshops and dialogues with students, teachers, mothers, fathers and community wise men.

Among the main strategies implemented are the preparation of the Tacana Dictionary, the Herbarium of Medicinal Plants, poetry contests in the native language and activities aimed at recovering cultural practices linked to oral memory, traditional food and community coexistence. The results showed a progressive strengthening of the use of the Tacana language in school and community spaces, as well as a greater appreciation of cultural identity by students. Likewise, it was identified that the participation of community actors favors contextualized educational processes and contributes to the recovery of ancestral knowledge within the school curriculum.

It is concluded that linguistic and cultural revitalization requires educational processes built from the community and articulated with the territory, strengthening a decolonizing education aimed at the recognition of native knowledge and the preservation of the cultural identity of the Tacana people.