The reflection-action in schools, especially in communities characterized by cultural diversity, is a propitious scenario for the transformation of the coexistence of relationships from the perspective of decolonial and critical intercultural processes. This research is a contextualized look at the school environment in the community of Monteverde, Costa Rica, where since 1951, there has been a convergence of cultures characterized by relationships of functionality that have not transcended to the genuine integration that enables conviviality.
The perspective of school presented in this thesis approaches the context, exploring it from the point of view of complexity and decoloniality theories, proposing critical interculturality as a decolonial project for the gestation of a school model. As well, in this model, ecology of knowledge and praxis are ethical and aesthetic expressions of a learning community that creates and recreates conviviality, in an autopoietic, recursive, dynamic..
