Discursos y prácticas racistas en las experiencias de vida de los docentes de la Universidad de Cuenca

Abstract

This research, conducted at the University of Cuenca, aimed to analyze the racist discourses and practices present in the life experiences of teachers. It sought to shed light on how racism, both explicit and implicit, manifests itself in the academic environment, affecting faculty coexistence, professional development, and sense of belonging. A mixed-methodological approach was adopted. In the qualitative phase, social mapping was applied, using graphic representations to understand the relationship between people and their environment, including social, cultural, economic, and other aspects. In the quantitative phase, a survey was used, which allowed for the identification of general trends and perceptions about racial discrimination within the institution. The results showed that racism persists in the university environment through offensive comments, symbolic exclusions, epistemic devaluation, and the lack of effective reporting mechanism. It was also found that these practices significantly affect the emotional health and career trajectories of racialized teachers. The conclusion was reached that it is necessary to implement inclusive institutional policies, anti-racist training programs, and a critical review of the curriculum. Ultimately, this research contributed to raising awareness about the dynamics of exclusion in higher education and offered courses of action to transform the university into a more equitable and diverse space.