Pedagogical Mediation Experiences in the Implementation of the Indigenous Education Subsystem Reform: A Case Study with Teaching Staff of the Quitirrisí Indigenous Territory

Abstract

Intercultural education aimed at Indigenous peoples involves complex pedagogical processes in which cultural, identity-based, and sociopolitical dimensions converge. In this context, Indigenous teachers play a key role as mediators between the educational system and the community. This study analyzed the pedagogical mediation experiences of Indigenous teachers in the Quitirrisí Indigenous Territory in relation to the implementation of the Reform of the Indigenous Education Subsystem (Executive Decree No. 37801-MEP, 2013).

Using a qualitative approach and a case study design, teachers’ narratives were collected to understand how culturally grounded teaching processes are developed. The findings suggest the presence of tensions that hinder the consolidation of the reform, including the limited institutional legitimacy of the Culture subject within the curriculum, insufficient teacher updating, and weak contextualization of educational content. Additionally, the absence of territorial organization and the lack of establishment of the Local Council of Indigenous Education a key body for the management of educational processes were identified.

In this context, qualitative testimonies suggest that Indigenous pedagogical mediation is linked to the strengthening of cultural identity and the generation of community-based learning spaces. However, its consolidation requires collective commitment, institutional legitimacy, and sociopolitical articulation to effectively advance the implementation of the educational reform within the territory.