Revitalizing the knowledge and wisdom of our native peoples from a decolonial perspective towards transformative education

Abstract

This research addresses the revitalization of knowledge and knowledge of indigenous peoples from a perspective of decolonial pedagogy oriented towards the construction of a transformative education in the educational unit "M.S. Techo Nacional Andino", located in the peri-urban area of the city of Oruro, Bolivia. The study arises from the progressive loss of ancestral knowledge, the weakening of cultural identity and the persistence of traditional pedagogical practices that limit the incorporation of native knowledge within the educational process. The objective was to analyze the revitalization of original knowledge and knowledge, identifying main difficulties and needs from a decolonial pedagogy approach to contribute to the strengthening of a more inclusive, contextualized and intercultural education. The research was developed under a qualitative approach with participatory action research design, working with an intentional sample made up of 62 primary level students, 6 teachers and 15 parents. Techniques such as participant observation, educational ethnography, oral histories, experience reports, and community dialogic interviews were applied. The results showed a significant improvement in the strengthening of the sense of cultural belonging, greater use of the native language, increased community participation and a greater incorporation of ancestral knowledge in pedagogical practices. It is concluded that decolonial pedagogy favors the construction of more relevant educational processes, strengthening cultural identity and promoting transformative education from the recognition of cultural and epistemological diversity.