Knowledge production from the decolonization of knowledge

Introduction: The decolonization of knowledge represents a challenge for education systems that seek to recognize historically relegated knowledge and strengthen the relationship between school, culture, and community. Objective: To describe the production of knowledge from the decolonization of knowledge based on the perceptions of educational actors in the Colquencha-Collana Educational District, Aroma province, department of La Paz, Bolivia. Methodology: A qualitative research was developed with phenomenological orientation and support of documentary analysis. 30 educational actors participated: 10 authorities or educational managers and 20 representatives of parents. The information was obtained through in-depth interviews applied with a semi-structured guide. The data were examined through interpretative thematic analysis and triangulation with theoretical foundations and the Bolivian regulatory framework. Results: A progressive incorporation of local knowledge, ancestral knowledge, native languages and cultural practices in educational processes was evidenced. However, limitations related to teacher training, the permanence of predominantly Western curricular approaches, the availability of contextualized resources, and some resistance among educational actors persisted. The communities were recognized as producers and transmitters of knowledge related to culture, territory, orality and collective memory. Conclusions: In Colquencha-Collana, the decolonization of knowledge is a process still under construction. Its strengthening requires contextualized teacher training, greater participation of communities and educational spaces where school and community knowledge dialogue without establishing hierarchies between them.