In this work, a diagnostic process is presented in which we sought to investigate whether the same problem was evident in the Institución Etnoeducativa Integral Rural Indígena PUAY school in the municipality of Uribia, department of La Guajira, whose mother tongue is Wayuunaiki, an Amerindian language originating from the La Guajira peninsula. For this purpose, the seventh grade was selected as a focus group and several data collection instruments were implemented that sought to demonstrate whether or not there is a lack of training in teachers and whether they implement teaching strategies based on an ethno-educational approach. Consequently, we will begin by exposing the methodology in which the instruments used and the analysis of the data collected will be presented. Subsequently, the contextualization of the problem will be addressed, which will include information about the actors involved in the problem, how, when, where, among others. In the final part, the educational problem will be defined, presenting its causes and effects, and it will conclude with a causality analysis.
