Revitalization of ancestral knowledge and its integration into teacher training: a decolonial pedagogical approach in the ESFM Mcal Andrés de Santa Cruz

Abstract

This study analyzes the integration of ancestral knowledge, especially the Quechua language, in teacher training at the Higher School of Teacher Education “Mcal. Andrés de Santa Cruz”, located in Chayanta, Potosí, Bolivia. The research arises from the need to strengthen students’ cultural identity in the face of traditional educational models that continue to prioritize Western knowledge while marginalizing indigenous languages. The objective was to determine the impact of written production based on ancestral knowledge on the revitalization of students’ cultural identity. A mixed-method approach with a quasi-experimental design and descriptive scope was applied, working with an intentional sample of 30 second- and third-year students in Primary Community Vocational Education. Semi-structured interviews, Likert-scale questionnaires, and evaluation rubrics were used. The results showed a significant improvement in the appreciation of the Quechua language, the strengthening of cultural belonging, and the development of writing skills, reflected in increased academic performance and greater community participation. It is concluded that the integration of ancestral knowledge constitutes a decolonial pedagogical strategy that promotes a more inclusive, contextualized, and culturally relevant education.