Decolonizing pedagogical, administrative and community management for the integral transformation of the holland tomorrow el alto educational unit

Abstract

This article analyzes the implementation of a decolonizing pedagogical, administrative, and community management in the Holanda Mañana Educational Unit in the city of El Alto, Bolivia, with the purpose of comprehensively transforming educational processes through the revaluation of local knowledge, community participation, and the strengthening of contextualized and sustainable education. The research was based on the identification of persistent colonial practices in institutional management, reflected in the centralization of decisions, traditional teaching and the limited co-responsibility between school and family. It was developed under the socio-critical paradigm, with a qualitative approach and a Participatory Action Research method, allowing the direct intervention of teachers, parents and administrative staff during the 2024–2025 administrations. The techniques used were participant observation, in-depth interviews, reflection circles and institutional analysis. The results showed significant improvements in the participation of parents, the strengthening of school coexistence, the reduction of conflicts and the transformation of pedagogical practices through projects such as the Reading Plan, the Reading Club and the Productive Socio-Community Project. It is concluded that educational decolonization is viable when it is based on the dialogue of knowledge, community co-responsibility and institutional management oriented to active participation and social transformation.