Strenthening socio comunitary principles in educational management for living well

Abstract

The objective of this research was to strengthen the socio-community principles from the educational management for living well in the Gualberto Villarroel Educational Unit, through the revaluation of ancestral knowledge and knowledge. The study was developed under a qualitative approach with quantitative support, using a decolonizing methodology based on the subject-subject relationship, participant observation, semi-structured interviews and community meetings. The population was made up of 348 members of the educational community and the sample was made up of 84 participants including native authorities, mothers and fathers, teachers and students. The results showed that before the research there was a weak appropriation of socio-community principles and values, mainly in students and families. After the pedagogical intervention, a significant strengthening in the knowledge and practice of values such as respect, reciprocity, complementarity and relationality was observed, especially in teachers and students. It was also confirmed that the sara thakhi and the suma qamaña are fundamental references for the construction of a decolonizing, comprehensive and intercultural educational management. It is concluded that the articulation between school, family and community allows consolidating an education oriented to living well, strengthening cultural identity, harmonious coexistence and the integral formation of the new generations.