La interculturalidad en los textos avalados por el Ministerio de Educación del Ecuador en las cuatro áreas básicas de conocimiento para séptimo año

Abstract

In Ecuador's multicultural and plurinational context, promoting interculturality in education is crucial to fostering respect and harmonious coexistence and constructing a more just and inclusive society. Intercultural education is established as a transversal axis of the national curriculum, which implies developing skills and attitudes that allow understanding, valuing, and appreciating the richness of the different worldviews, traditions, and ways of life present in the country through the various areas of knowledge. In this scenery, school textbooks play a fundamental role as pedagogical instruments capable of reflecting and transmitting interculturality. For this reason, this research focuses on analyzing how texts in Language and Literature, Mathematics, Natural Sciences, and Social Sciences, endorsed by the Ministry of Education, address interculturality in their content and illustrations. A qualitative methodology with a descriptive scope was utilized, and the content analysis technique was employed to analyze the texts. The study's main findings reveal that the Social Studies text addresses interculturality from a perspective that recognizes the importance of the contributions of the various groups that inhabit the country in different areas. In addition, there is evidence of significant progress in the treatment of interculturality in education; however, challenges remain to be faced since there is a marked difference in its implementation in the contents and illustrations in the areas of Mathematics and Natural Sciences.