Reading and writing from an epistemic diversity perspective

Abstract

In the educational context, difficulties and learning problems persist in reading comprehension and critical creative writing. Schools continue to privilege authors and visions of Western Eurocentric narrative structures, thereby excluding other forms of knowledge, both local, ancestral, and popular, based on epistemic diversity. Faced with this apparent reality, traditional educational practices remain under the umbrella of hegemonic monocultural scientism.

This problem implies that students do not understand the reading of texts decontextualized from their sociocultural reality, and they have difficulty writing creative texts and/or producing situated knowledge. At the beginning of the 21st century, traditional and dogmatic methods, such as repetitive and rote readings; copying books; dictation of curricular content; and other mechanical and rote methods, are still prevalent in the educational process.

In this context, this academic article proposes, through decolonial research, "other" pedagogical and methodological strategies, producing critical and liberating knowledge, and incorporating knowledge and skills that have historically been excluded, hidden, and discriminated against by Western positivist science into the educational process. In this process, based on the findings of the "Bolivia de Vinto" educational community at the vocational community primary education level in the Municipality of Oruro-Bolivia, the transformative episteme was implemented as a contribution to human knowledge in the community and society as a whole, transforming education based on the productive socio-community educational model.