Pedagogía territorial y revitalización lingüística: una propuesta educativa desde el corazón de Vichaya

Abstract

This research explored how schools can become a space for social healing and transformation in Vichaya through territorial pedagogy and the recovery of the Aymara language. The study focused on three objectives: valuing Aymara as a cross-cutting theme, coordinating community knowledge with the official curriculum, and promoting active community participation. The results showed that, although many students do not speak Aymara on a daily basis, they feel it is part of their identity. Territorial pedagogy strengthened belonging and motivation by connecting learning with local life. Furthermore, community participation enriched the curriculum and promoted co-responsibility. It was concluded that these practices are essential for inclusive and equitable education, opening up possibilities for replicating the experience in other contexts.