Critical andean alternatives for the decoloniality of the educational process in worldviews

Abstract

The research analyzes the implementation of Andean critical alternatives as a pedagogical proposal aimed at the decolonization of the teaching-learning process in the curricular area of Worldviews, Philosophy and Psychology within the Productive Socio-Community Educational Model in Bolivia. The study arises from the persistence of traditional methodologies focused on theoretical repetition and detached from the cultural and community experiences of students. The objective was to explain how Andean practices and knowledge can be constituted as educational strategies capable of strengthening contextualized and critical learning processes. The methodology was developed from a qualitative and decolonial approach, supported by socio-critical research and action research. Techniques such as participant observation, semi-structured interviews, educational autobiographies and documentary analysis were used. The results showed that the incorporation of community experiences, activities in agricultural spaces and dynamics of cultural dialogue favored the active participation of students, the strengthening of cultural identity and the articulation between theory and practice. A greater critical reflection on the social and community reality was also identified. It is concluded that the Andean critical alternatives constitute a pertinent pedagogical proposal to transform traditional educational practices and strengthen a contextualized, participatory education oriented to the integral development of students from a decolonial perspective.