Análisis comparativo de las competencias interculturales: caso de estudio en el Bachillerato de la Unidad Educativa Chiquintad

Abstract

This research aims to comparatively analyze the intercultural competences built and developed by the high school students of the Chiquintad High School, 2019-2020 school period. To do this, a qualitative investigative approach has been used to interpret analytical induction when contrasting propositions related to the concept of intercultural competence. Specialized bibliography was analyzed to obtain qualitative and quantitative information that allows focusing the evolution of Latin American intercultural education with emphasis on the Andean region and Ecuador. From a critical intercultural perspective, relevant information obtained from the SDG 1, 4 and 5 indicators was analyzed, interpreted and systematized; from the Intercultural Project within the epistemic, political, social and cultural paradigm of the Buen Vivir (OBV); from current state of the public educational service; and from the internal and external evaluation of learning within the legal framework of the LOEI to propose a conception of Intercultural Competences as a trivalent logic of knowledge-do-powers. Results of the Baccalaureate of the Chiquintad High School are based on knowledge-do-powers where the compared groups show a weakening in their intercultural competences of POWER necessary to overcome the coloniality of knowledge and power, as well as for the appropriation of know-how from your community. Definitely, public education policies are worn out by the politicization of education suffered in recent years and do not represent routes of action for the Intercultural Project and the Buen Vivir.