Cultural diversity in education: perspectives on respect and equity from decolonizing pedagogy in the context of Chachacomani

Abstract

This study analyzes cultural diversity in Bolivian education from a perspective of respect and equity, within the framework of a decolonizing pedagogy. The research was carried out in the "Porvenir" Educational Unit, located in the community of Chachacomani, Sajama province of the department of Oruro, a context characterized by migratory dynamics that affect acculturation processes. A qualitative approach was used through Participatory Action Research, which made it possible to understand and intervene in the problem from the direct interaction with the educational actors.

The results show the presence of processes of cultural alienation, reflected in the decrease in the use of the native language, the low participation of young people in cultural practices and the adoption of external patterns. However, the implementation of intercultural pedagogical strategies, such as the recovery of ancestral knowledge, the use of the Aymara language and participation in community activities, made it possible to strengthen the cultural identity of the students and promote greater integration between the school and the community.

It is concluded that decolonizing education constitutes a pertinent alternative to transform educational practices, favoring the revaluation of local knowledge and the construction of an intercultural coexistence based on recognition, equity and respect for cultural diversity