Participatory intercultural dialogue and decolonizing educational management in popular urban contexts of bolivia

Abstract

This research analyzes the configuration of participatory intercultural dialogue as the central axis of decolonizing educational management in the Eufrasio Ibáñez Technical Humanistic Educational Unit, located in the city of El Alto, Bolivia, within the framework of Law No. 070 Avelino Siñani–Elizardo Pérez. The objective was to understand how this dialogue materializes in institutional practices and what are the factors that condition its development from the experience of educational actors. A qualitative study was developed with a decolonial approach and community dialogic method, applying semi-structured interviews, participant observation, community conversations and documentary review. The sample was made up of directors, teachers, students, mothers, fathers and representatives of the community education council. The results show the persistence of vertical relationships in decision-making, mostly formal community participation, the recognition of the mother as a co-educational agent, the presence of an ethical crisis in school coexistence and tensions between local knowledge and global references. It is concluded that participatory intercultural dialogue, mediated by a dialogical praxeology, constitutes a pertinent way to strengthen educational management from the horizon of Living Well, promoting co-responsibility, community legitimacy and epistemic justice.