Curricular Resignification and Educational Decolonization: A Critical Perspective of the Community Ethno-Educational Project in Colombia

Abstract

The curricular resignification of the Community Ethnoeducational Project (PEC) in primary education institutions cannot be understood as a technical adjustment of the curriculum, but as a historical dispute over the meaning of school, over who produces legitimate knowledge and for which lives they become teachable. Based on a critical analysis of literature and references located in the Colombian Caribbean, this article examines how contemporary education reproduces philosophical inertias associated with the coloniality of knowledge and "neutralized" forms of interculturality, while managing difference through policies, curricula and institutional devices that usually oscillate between folklore,  segregation and essentialization. It is analyzed how the transition from the Institutional Educational Project (PEI) to the PEC requires recognizing internal tensions (normative frameworks, school culture, management management, evaluation) and external tensions (structural racism, territorial inequality, precariousness of the school-community link), as well as integrating community knowledge not as "annexed contents", but as principles of pedagogical, ethical and political organization of the curriculum.