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Coloniality and administrative management in Alternative Education: a community experience of decolonizing transformation

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  • Graciela Choque Cárdenas

    (Universidad Pedagógica. Sucre, Bolivia.)

Abstract

Educational decolonization in Bolivia poses the challenge of transforming not only pedagogical practices, but also administrative procedures that affect the effective exercise of educational rights. The study aimed to analyze the manifestations of coloniality present in the administrative management of the "Americano A" Alternative Education Center, in Cochabamba, Bolivia, and to describe the community process developed for its transformation. Qualitative and interpretative research was carried out through participatory action research with a decolonial orientation. The information was obtained through interviews, community dialogues, participant observation and documentary review of files, records of the Educational Information System, grade centralizers and certification minutes. The thematic analysis and triangulation allowed the identification of 185 promotion records without subsequent certification between 2015 and 2021, in addition to difficulties related to documentary traceability, concentration of administrative control, repetition of procedures and loss of trust in certain cases. The action research process promoted measures aimed at strengthening documentary records, transparency and community participation. It is concluded that educational decolonization requires incorporating the transformation of administrative management through participatory, transparent practices aimed at the effective exercise of educational rights.

Suggested Citation

  • Graciela Choque Cárdenas, 2026. "Coloniality and administrative management in Alternative Education: a community experience of decolonizing transformation," Medicion y Evaluacion del Aprendizaje Inclusivo, Facultad de Derecho, Ciencias Politicas y Sociales de la Universidad Tecnica de Oruro, vol. 3(2), pages 1-33, July.
    • Handle: RePEc:cxn:evalua:v:3:y:2026:i:2:id:33
    DOI: 10.63688/aprendizaje.v3.i2.33
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