Curriculum and social justice: An approach from interculturality

Abstract

Interculturality in Ecuador in recent years has generated belligerence and a broad debate at a discursive and practical level around this polysemic concept. In this context, a series of guidelines and legal documents - Development Plan, Organic Law of Intercultural Education, and Ministerial Agreements - allow the incorporation of interculturality into the country's educational system. Thus, it is visible in the curricula of Intercultural Bilingual Education and ethno – education. Proposals drawn in terms of cognitive and social justice from a qualitative hermeneutical methodology when analyzing documents and texts. This essay reflects on the contribution of interculturality to the construction of societies with social justice and as a principle of the whole society, thus the relevance of the contents that allow us to assess knowledge of the different cognitive, historical, cultural and linguistic manifestations of the country. Hence, the need to understand curricula from the Philosophy of Liberation and the decolonization of knowledge emerges.