Dialogue of own and universal knowledge in educational processes for the construction of an inclusive pedagogy

Abstract

This research focuses on the integration of ancestral knowledge and wisdom into educational processes to build a decolonial pedagogy through epistemological dialogue. The main objective is to identify decolonial concepts and themes that strengthen the construction of an educational approach from the perspective and ideology of the indigenous peoples of Bolivia and the region. The methodological strategies were developed appropriately and in accordance with the research topic, using a qualitative approach through a literature review of decolonial authors and experiences within the research context. The findings were as follows: the revitalization of traditional knowledge and practices is fundamental for the development and sustainability of grassroots communities. In this sense, the integration of alternative knowledge into the curriculum is essential and a priority, as it fosters critical and emancipatory thinking. This emancipatory action will only be possible through epistemological dialogue, where all forms of knowledge and practices are respected and valued. Once this epistemological dialogue is established, it will lead to the reaffirmation of the cultural identity of students and society as a whole.