Decolonial institutional management model in regular education

Introduction: Implementing decolonizing education in Bolivia requires translating normative principles into school management practices capable of linking curriculum, community, and local knowledge. Objective: To design and implement a decolonial institutional management model at the “Brasilia Tarde” Educational Unit in El Alto and describe changes observed in academic and community-participation indicators. Methods: A decolonial action-research approach integrating quantitative and qualitative evidence was conducted. Participants included 306 students, 27 teachers, and family and community actors. Institutional records from 2024 and 2025, semi-structured interviews, participant observation, planning documents, community records, and culturally agreed assessment rubrics were analyzed. Results: Attendance increased from 86.6% to 92.0%; failure decreased from 11.9% to 6.7%, and dropout from 4.4% to 2.3%. Family participation rose from 40% to 76%, while annual operational-plan goal attainment increased from 65% to 83%. Testimonies indicated greater contextualization of learning and shared community responsibility. Conclusions: The model was temporally associated with improved institutional indicators and stronger participation; however, causal effects and transferability require assessment through comparative designs and implementation in other contexts.