The doctoral research on ethnocultural communicative competence in the Buenaventura port area is organized around a multiple analysis - macro, meso and micro, aimed at revealing the complexity of communication in the context of a specific national cultural scene. This study responds to the need to address the problems of communication and social integration faced by different ethnic groups in educational settings in Buenaventura, Colombia. Therefore, it focuses on how to incorporate ethnic cultural communication competencies in the teaching of English as a foreign language to facilitate effective interactions and reduce cultural barriers among students of different ethnicities, thus promoting social cohesion.  Likewise, the research is based on a fundamental question: How to build a didactic model that integrates ethnocultural communicative competence to diverse ethnic groups in education and in port areas of Buenaventura? Because they face educational inequalities that have historically ignored the cultural and linguistic background of these communities.  Therefore, the theoretical framework of this study is based on key concepts such as communicative competence, intercultural competence, critical pedagogy and decolonial theory. Authors such as; Deardorff, Freire, Mignolo and Himes (1972) provide a framework for understanding the importance of developing communicative skills that transcend language and cultural barriers, promoting dialogue and mutual understanding in the context of the port of Buenaventura.