Dialogue of knowledge as an approach to intercultural educational management

Abstract

Introduction: The dialogue of knowledge is constituted as a way of connecting school, community and ancestral knowledge in an educational context in which sensitivity and approach to cultural diversity is demonstrated. Objective: The objective of this work is to analyze the dialogue of knowledge as an educational approach that strengthens intercultural educational management in educational units in Cochabamba, Bolivia. Method: To respond to this objective, a qualitative, descriptive-interpretive research was carried out, with a multi-case design. 85 educational and community actors participated, including teachers, directors, student and family representatives, community authorities, knowledge bearers and representatives of social and cultural organizations. 25 semi-structured interviews were conducted, in addition to 8 focus groups and document analysis. The information obtained was analyzed from an inductive-deductive thematic analysis. Results; The recognition of knowledge related to language, memory, productive practices, traditional medicine and orality was valued; however, curricular incorporation was uneven and the space for community participation was predominantly concentrated in organizational and cultural activities. Conclusion: The dialogue of knowledge to intercultural educational management strengthens when there is institutional leadership, space for real participation, school-community coordination and contextualization.