Inclusive, decolonial education for quality education

Abstract

This study analyzes the relationship between inclusive education and the decolonial approach as a basis for strengthening educational quality in diverse sociocultural contexts. The research was developed under a qualitative approach, through a participatory action research design applied in the Tolomosa Grande Educational Unit, involving teachers, students and families. Through techniques such as unstructured interviews, participant observation, and recording in a field diary, discriminatory practices linked to cultural origin, socioeconomic status, and gender were identified, which had an impact on school coexistence and student participation.

The intervention made it possible to implement strategies aimed at intercultural dialogue, collective participation and the revaluation of local knowledge, generating improvements in the school climate, reduction of conflicts and greater inclusion in educational processes. The results show that the incorporation of a decolonial approach contributes to transforming pedagogical practices and strengthening equity in the classroom.

It is concluded that the articulation between inclusive and decolonial education constitutes an effective way to improve educational quality, as long as it is based on participatory and contextualized processes.