Decolonizing intercultural pedagogical praxis: A transformative action research in the Chachi-Afro educational context of Ecuador Praxis pedagógica intercultural descolonizadora: Una investigación-acción transformadora en el contexto educativo Chachi-Afro de Ecuador

Abstract

This participatory action research implemented a decolonizing intercultural pedagogical praxis in a 5th grade EGB classroom with Chachi (62.5%) and Afro-Ecuadorian (37.5%) students in the province of Esmeraldas, Ecuador. Through three methodological cycles based on the model of Kemmis and McTaggart, pedagogical strategies were developed based on ancestral corporal epistemologies, educational territoriality and intercultural dialogicity, involving 16 students, 8 families, 4 community wise men and the teacher-researcher. The interventions included the implementation of pedagogical corporeality with kinesthetic methodologies, the creation of the expanded classroom with a medicinal garden, the establishment of the Cultural Corner for dialogue of knowledge, and collaborative situated evaluation that replaced individual exams. The results show significant transformations: a 40% increase in active student participation (from 25% to 65%), the development of 12 kinesthetic pedagogical strategies, the creation of intercultural teaching materials, and the strengthening of identity with 95% of students expressing cultural pride. The research confirms that authentic intercultural education requires epistemological recognition of Chachi-Afro knowledge systems as a legitimate foundation for transforming hegemonic pedagogical practices towards decolonial educational models, demonstrating the viability of intercultural approaches in formal educational contexts