Decolonial pedagogical innovation for promoting respect and recognition of otherness among tenth-grade students at the Tibaitatá Departmental Educational Institution. Reflections on decolonial educational practices and the recognition of otherness in school

Abstract

This article presents the design, implementation, and evaluation of a pedagogical strategy based on decolonial approaches, aimed at promoting respect and recognition of otherness among tenth-grade students at the Tibaitatá Departmental Educational Institution, located in Madrid, Cundinamarca. The intervention is based on the theoretical foundations of Walsh (2009, 2013) and Mignolo (2011), integrating rhizomatic methodologies, intercultural dialogues, and reflective practices that seek to challenge Eurocentric logics in traditional education. Through a participatory approach, spaces were facilitated for intercultural dialogue, the recognition of ancestral knowledge, and the appreciation of the experiences of indigenous and Afro-descendant communities, contributing to the construction of a culture of peace and intercultural coexistence. The results show a transformation in students' perceptions of cultural diversity, achieving more open, respectful, and appreciative attitudes toward otherness, in line with the principles of decolonial pedagogy and interculturality.