Incorporation of Aymara knowledge and knowledge in pedagogical practices

Introduction. The inclusion of Aymara knowledge in pedagogical practices favors intercultural education and the strengthening of cultural identity. Objective. To determine the factors that generate their low inclusion in primary education and to understand the changes that have taken place as a result of the educational intervention. Methodology. A qualitative, descriptive and interpretative study was carried out, with a participatory action research design and with a decolonial approach, at the Bethsabe Salmón Vda. de Beltrán Educational Unit, Achocalla, La Paz, Bolivia. 133 educational actors participated: 123 students, six teachers and four representatives of the Community Social Educational Council. Participant observation and in-depth interviews were used. Results. The limitations identified were: the scarce intercultural teacher training, the weakening of family transmission, the predominance of knowledge from Western culture, and scarce use of the Aymara language. The intervention through cultural corners, singing, poetry and teaching workshops favored the incorporation of Aymara knowledge, the appreciation of cultural identity and the use of the language of origin. Conclusions. The revaluation of Aymara knowledge requires articulation between the entire school, the family and the community, the training of teachers and the establishment of contextualized pedagogical strategies.