The context as a learning tool from a decolonial perspective
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.