Ontological and Axiological Bases for the Revitalization of the Aymara Language in the Huanaque Educational Unit

Abstract

Intercultural education in Bolivia represents a fundamental process for the construction of a decolonial pedagogy aimed at the recognition of ancestral knowledge, linguistic revitalization and the transformation of traditional educational practices. This study analyzes critical interculturality as a strategy of pedagogical decolonization within the Bolivian educational system, considering the persistence of school structures that continue to reproduce the coloniality of knowledge and the subordination of indigenous knowledge in the face of the dominant Western paradigm. The research was developed through a qualitative approach of a descriptive and interpretative type, based on a documentary review of academic, normative and theoretical sources related to intercultural education, critical pedagogies and decolonial epistemologies in Latin America. The results show that, despite the normative advances established in Law No. 070 on Education "Avelino Siñani - Elizardo Pérez", difficulties persist in the articulation between community knowledge and the formal school curriculum, especially in teacher training, the production of contextualized materials and the active participation of indigenous communities. It is concluded that intercultural education should not be limited to bilingual teaching, but requires a profound transformation of power relations within the school, promoting cognitive justice, horizontal dialogue of knowledge and true epistemological inclusion.