Ontological and axiological bases for applying transdisciplinary teaching resources in transformative education from a decolonial perspective

Abstract

This study analyzes the application of ontological and axiological bases in the development of transdisciplinary didactic resources from a decolonial perspective in intercultural educational contexts. The research was developed under a qualitative approach with participatory action research design, involving students, teachers in training and members of the educational community of the "Eduardo Avaroa" Higher School of Teacher Training in Potosí. The results show that difficulties in reading comprehension and written production are linked to the disconnection between educational content and the sociocultural context of students, as well as to the limited incorporation of native languages in the educational process. Likewise, it was identified that the integration of community knowledge, the use of the Quechua language and the application of decolonial pedagogical strategies favor student participation, the development of critical thinking and the strengthening of cultural identity. However, limitations persist related to teacher training and the availability of contextualized teaching resources. In conclusion, decolonial education is configured as a relevant alternative for educational transformation, promoting meaningful, inclusive and contextualized learning in the sociocultural reality.