Interpersonal Communication in Diverse Educational Environments of the Amazon, Colombia: Towards Quality Education (SDG 4)

Introduction: This research analyzes interpersonal communication between teachers and students in highly diverse cultural contexts, focusing on primary education in a PEI (Proyecto Educativo Institucional) school in Leticia, Amazonas, Colombia. Design/Methodology/Approach: To classify these interactions, the theory of speech acts is applied, examining representative, directive, commissive, declarative, and expressive acts. From a phenomenological and ethnomethodological approach, the study explores how these forms of communication manifest in the classroom and how cultural differences influence them. Results: The results reveal that communication between teachers and students evolves according to classroom needs. While in the early years it is more explanatory, in higher grades it becomes more autonomous and reflective. Despite cultural diversity, teachers mediate differences, fostering an inclusive environment. Although they are not always familiar with communication theories, teachers apply various interactions to optimize learning. Interpersonal communication not only facilitates the understanding of content but also strengthens values, norms, and coexistence, influencing the construction of meaning and the sociocultural integration of students. Research implications: This, in turn, contributes to the creation of an equitable educational environment aligned with Sustainable Development Goal 4 (SDG 4), which promotes quality education and fosters inclusive and comprehensive learning. Conclusion: In conclusion, PEI schools, which serve heterogeneous populations in highly diverse contexts, can effectively address cultural needs and promote integration. Likewise, the teacher plays a key role as a mediator of coexistence and learning, consolidating interpersonal communication as a fundamental pillar in ensuring inclusive education.