Intercultural educational interventions in indigenous contexts: Contributions to the decolonization of school education

Abstract

The article provides state of art on the development of intercultural educational interventions in contexts of indigenous populations that contribute to the decolonization of the school curriculum in the school education system in indigenous territories. The methodology is qualitative and consists of a documentary-descriptive review of the normative and scientific literature at a national and international level, on experiences of intercultural educational interventions to understand and explain how academic relationships and knowledge between indigenous and non-indigenous people are established in the teaching and learning processes at school. The main results show categories of indigenous educational knowledge, possible to articulate in the different school curriculum subjects at different educational levels. We conclude that it is possible to establish an intercultural educational relationship based on the involvement between teachers, students, parents, and members of indigenous communities, to offer an education relevant to the territorial context in which the teaching-learning process occurs.