Interculturalidad en los diseños curriculares de Filosofía, Sociología y Economía (2013) y Pedagogía de las Artes y las Humanidades (Rediseño)

Abstract

The current research comparatively analyzes the subject matter of interculturality in the curriculum designs of the Philosophy, Sociology, and Economics (2013) programs, as well as the Pedagogy of Arts and Humanities (redesign 2017) program at the University of Cuenca. This analysis is conducted through bibliographic study and fieldwork, which includes interviews. The study arises from the necessity of clarifying doubts about the importance given to this component within the aforementioned programs and establish whether the educational needs, regarding to contemporary intercultural education, are acknowledged. For the intended purpose, this investigation is supported by Catherine Walsh's critical intercultural paradigm, which allows questioning the hegemonic structures of society. In this work, the essential elements of the designs and curricular structures of the studied programs (subjects, training axes, curricular organization units, and problematic cores) are examined. Additionally, the role played by educational approaches in realizing this type of proposal and the strategies that operationalize this component at the micro-curricular level are addressed. From this research, it is concluded that there is a necessity to move from a purely discursive intercultural proposal, as identified in the consulted authorities and professors, to one that accounts for a critical intercultural approach involving its real operationalization within Institutions of Higher Education practices.