Tránsitos de un proyecto educativo intercultural indígena urbano en Cali, Colombia

The research aimed to accompany and to interrogate the process of strengthening intercultural education in the Intercultural Indigenous School Eustaquio Palacios (Cali, Colombia). A qualitative study was carried out using the Investigation Action Participation methodology, linking the city's indigenous councils, the education secretary and the educational community of the school as actors, holding 15 meetings between focus groups and workshops with teachers. The information was analyzed with multiple triangulation strategies. The findings indicate that it is necessary to signify and construct an intercultural educational proposal that responds to the principles of the indigenous communities that live in the city.