Resignification of Educational Management
DOI:
https://doi.org/10.69821/constellations.v1i1.5Keywords:
Educational management, pedagogical decolonization, intercultural education, curriculum, indigenous peoplesAbstract
The article addresses the need to reframe educational management within the context of intercultural and intracultural education, particularly in the Plurinational State of Bolivia. It argues that current educational management models, based on Eurocentric categories, have lost relevance in the local context, hindering a profound educational transformation. The objective is to explore how to design educational management models that respond to the realities and knowledge of indigenous peoples, promoting intercultural dialogue that recognizes and values the plurality of knowledge and languages. The methodology suggests a reconstruction of the educational curriculum through approaches that integrate the base, regionalized, and diversified curricula, thus fostering a decolonizing education. It concludes that achieving true educational transformation requires the recovery of indigenous languages and their meanings, as well as the revaluation of cultural knowledge and practices from a perspective that prioritizes life and respect for nature over material progress.
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