On interculturality and Decoloniality: sabedores and government protection of indigenous knowledge in Bacatá schools

ABSTRACT

The educational agenda of indigenous groups is in tension with the expansion of schooling. The authors follow an ethnographic approach to analyse an educational programme that seeks to preserve indigenous knowledges in a megacity. The initiative promotes daily activities with the communities’ native educational counsellor called apoyo pedagógico and the supervision of the sabedor (wiseman). The programme seems to: (1) apply the concept of interculturality insofar as both mestizos and indigenous children learn to recognise each other´s cultural heritage blurred by colonialism; (2) solve the central problem of the lack of bilingual teachers; and (3) prevent potential weaknesses in basic skills often present in ethno-education teacher training programmes in rural areas. Native languages are preserved but the joint design of a curriculum in language, numeracy, arts, nutrition, ethics and political engagement needs to be strengthened. They conclude, reflecting on the institutional stability needed by programmes aiming to protect indigenous cultures threatening to disappear.

KEYWORDS:

• Indigenous knowledge
• post-colonialism
• school governance
• identity
• education policy
• cultural diversity

Disclosure statement

Pedro Pineda declares he has no conflict of interest. Lina Rangel has received worked in the District Education Secretariat. Jorge Celis has been deputy secretary of the District Education Secretariat.

Additional information

Funding

Pedro Pineda wrote this article while supported by a Research Scholarship [number Az. 40.18.0.003SO] of the Fritz Thyssen Foundation.