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The context as a learning tool from a decolonial perspective

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  • Melfy Parada Gutierrez

    (Universidad Pedagógica. Santa Cruz, Bolivia.)

Abstract

Introduction: The incorporation of indigenous knowledge into the educational environment can contribute positively to the construction of links in the school-community relationship and cultural identity, especially in those rural areas where this type of knowledge continues to be fostered through orality and the daily exercise of its practices. Objective: To analyze the way in which indigenous and community knowledge is proposed, expressed, and integrated within the educational practices of the Germán Busch I Educational Unit, in Santa Cruz de la Sierra, Bolivia. Method: Qualitative study, descriptive-interpretive, using a case study design. 85 educational actors were part of the activity, including students (48), teachers (18), family representatives (10), bearers of knowledge (5) and authorities (4). Semi-structured interviews, focus groups, observation and thematic analysis were carried out. Results: Five main categories were recorded: valuation of local knowledge, contextualized pedagogical strategies, strengthening of identity, school-community relationship, and difficulties in the implementation of indigenous knowledge. Reflection circles, oral stories and the participation of the elderly were especially valued. Conclusions: The revitalization of indigenous knowledge requires sustained community participation and the existence of pedagogical practices that allow the articulation of school knowledge.

Suggested Citation

  • Melfy Parada Gutierrez, 2026. "The context as a learning tool from a decolonial perspective," Medicion y Evaluacion del Aprendizaje Inclusivo, Facultad de Derecho, Ciencias Politicas y Sociales de la Universidad Tecnica de Oruro, vol. 3(2), pages 1-44, July.
    • Handle: RePEc:cxn:evalua:v:3:y:2026:i:2:id:44
    DOI: 10.63688/aprendizaje.v3.i2.44
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    References listed on IDEAS

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    1. Ransome Bawack & Sian Roderick & Abdalla Badhrus & Denis Dennehy & Jacqueline Corbett, 2025. "Indigenous knowledge and information technology for sustainable development," Information Technology for Development, Taylor & Francis Journals, vol. 31(2), pages 233-250, April.
    2. Ransome Bawack & Sian Roderick & Abdalla Badhrus & Denis Dennehy & Jacqueline Corbett, 2025. "Indigenous knowledge and information technology for sustainable development," Post-Print hal-04994896, HAL.
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