Promoviendo la inclusión intercultural: estudio de caso de prácticas educativas dentro de la Unidad Educativa Particular Sudamericano

Abstract

In order to evaluate institutional policy and pedagogical practices, and analyze teachers' and students' perceptions regarding intercultural inclusion at the «Unidad Educativa Particular Sudamericano», this research was developed using a qualitative approach, with an interpretive methodology and case analysis. Institutional documents that refer to the institution's policy were used, semi-structured interviews were conducted with teachers and students, and classroom observations were collected in observation guides. The results indicate that the intercultural approach is not adequately developed in institutional policy, which limits its application in teachers' educational practice. In addition, teachers' perceptions indicate that they recognize the value of interculturality in education, but fail to effectively incorporate it into their pedagogical practices. Meanwhile, exchange students report not feeling culturally included within the educational community. The study concluded that interculturality has not been mainstreamed into everyday education. It is urgent to strengthen institutional intercultural policy and establish strategies that allow for its application, enabling the construction of inclusive and respectful coexistence.