Resignification of Educational Quality from a Decolonizing Sociocommunity-Based Management Approach in El Alto

Abstract

The objective of this study was to resignify the quality of education from a socio-community management with a decolonizing approach in a popular urban context of the city of El Alto, Bolivia. A research was developed with a mixed approach and participatory action research design, integrating qualitative and quantitative techniques aimed at understanding and transforming the educational reality. The population was made up of teachers, students, and parents from an educational unit, selected through participatory intentional sampling. The results showed improvements of 18% in reading comprehension, 22% in contextualized mathematics and a 40% increase in family participation. Likewise, transformations in pedagogical practices were identified, characterized by the contextualization of learning, the incorporation of community knowledge and the strengthening of cultural identity. The triangulation of the data made it possible to establish that these advances do not respond only to changes in academic indicators, but to broader processes of participation, dialogue and resignification of knowledge. It is concluded that educational quality should be understood as an integral, situated and culturally relevant process, aimed at strengthening the relationship between school and community, as well as promoting meaningful forms of learning in diverse contexts.