Learning communities as alternatives in wayuu bilingual intercultural education

Abstract

Learning communities are an alternative resource to smooth out the inconsistencies represented in the current model of Intercultural Bilingual Education (IBE) in Venezuela. In this sense, this study was developed to demonstrate that an out-of-school Wayuu community favors the strengthening of IBE, the overcoming of inequalities, and the reduction of ethnic exclusion of Wayuu students. The methodology was based on the intersection of documentary review and participatory action research. The first phase interprets historical aspects of inclusive policies aimed at the indigenous Venezuelan ethnic groups and Venezuelan indigenous ethnicities and their jurisprudence. The second phase is based on a collective experiential pedagogical experience that represents a useful model to overcome ethnic reductionism. In this regard, it was demonstrated that the model proposed strengthens ethnic dignity, the creation of productive ethical projects, and the development of a decolonial and democratic culture.