Contextualization of content with a decolonizing and comprehensive approach in education

Abstract

This study analyzes the importance of contextualizing content in the educational process from a decolonizing and comprehensive approach, considering its impact on meaningful learning and the strengthening of students' cultural identity. The research was developed under a mixed approach, combining quantitative and qualitative techniques through the application of surveys, semi-structured interviews and direct observation in the classroom to educational actors in socio-community contexts. The results show that most teachers incorporate contextualization in their pedagogical practices, which favors the active participation of students, improves the understanding of the contents and strengthens their cultural identity by integrating knowledge from the environment. Likewise, limitations related to teacher training and the availability of contextualized teaching materials are identified, which affects an uneven application of this approach. It is concluded that the contextualization of the contents constitutes a pertinent pedagogical strategy to promote a more inclusive, critical education linked to the sociocultural reality, contributing to the integral development of students and the transformation of educational practices.