Biocentric micropolitics for decolonial educational transformation through ancestral medicinal knowledge
DOI:
https://doi.org/10.63688/desarrollo.v3.i2.42Keywords:
decolonial education, ancestral knowledge, interculturality, biocentric micropolitics, medicinal plants.Abstract
Introduction: The persistence of epistemic hierarchies in education limits the effective incorporation of community and ancestral knowledge into the curriculum, especially in intercultural contexts. Objective: To analyze how the participatory implementation of biocentric micropolicies articulated with ancestral medicinal knowledge contributed to the decolonial educational transformation at the Azari Alternative Education Center. Methodology: A qualitative study was developed using Participatory Action Research with a decolonial orientation between March and June 2026. 36 actors from the educational community participated: 20 students, 3 teachers, 6 family members, 4 elderly people bearers of community memory, 2 practitioners of traditional medicine and 1 community representative. Participant observation, semi-structured interviews, testimonies, documentary review and reflection circles were applied; The information was analyzed through inductive coding, thematic construction, triangulation and collective validation. Results: Four nuclei emerged: epistemic revaluation, intergenerational recovery, strengthening of care and reciprocity, and curricular articulation with Natural Sciences and Chemistry. Conclusion: Biocentric micropolicies favored the dialogue of knowledge, cognitive justice and community participation, strengthening the articulation between curriculum, memory and territory.References
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