Mestizo pedagogies: An epistemic proposal for intercultural education in Colombia and Latin America
Emergent pedagogies have opened the possibility for discussions on localized, community-based, and counter-hegemonic forms of knowledge to emerge. However, there is no integrative pedagogical theory that focuses on the dialogue between traditional and academic knowledge. Therefore, this reflection a...
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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2026
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| Online adgang: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3615 |
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| author | Ramos Guerrero, Jorge Orlando Martínez Castro, Andrés Felipe Mafla Ortega, Liliam |
| author_browse | Mafla Ortega, Liliam Martínez Castro, Andrés Felipe Ramos Guerrero, Jorge Orlando |
| author_facet | Ramos Guerrero, Jorge Orlando Martínez Castro, Andrés Felipe Mafla Ortega, Liliam |
| author_sort | Ramos Guerrero, Jorge Orlando |
| collection | OJS- Educación y Ciudad |
| description | Emergent pedagogies have opened the possibility for discussions on localized, community-based, and counter-hegemonic forms of knowledge to emerge. However, there is no integrative pedagogical theory that focuses on the dialogue between traditional and academic knowledge. Therefore, this reflection article discusses the significance of intercultural dialogue, intercultural education, and the intercultural curriculum in pedagogical processes within the Colombian and Latin American territories, which are characterized by their cultural richness and diversity. To this effect, a deep reflection is presented on the interrelationships between school, community, and knowledge from the perspective of mestizo pedagogies as a mediating device, around which multiple epistemologies, cultures, subjectivities, and cosmogonies converge in the context of Pasto, Nariño—which can be extrapolated to Colombia and Latin America. Thus, through an intercultural curriculum, school, pedagogy, and teachers contribute to epistemological justice by revitalizing and validating the knowledge of territories and communities and integrating it into academia. This process strengthens the cultural identity of students, teachers, and communities. In addition, it fosters a sense of belonging, identity, and respect for diversity, and it contributes to restoring the social fabric of communities, strengthening social cohesion, and achieving peace through education in diversity. |
| first_indexed | 2026-02-24T16:00:42Z |
| format | Online |
| id | oai:revistas.idep.edu.co:article-3615 |
| institution | IDEP |
| language | spa |
| last_indexed | 2026-02-24T16:00:42Z |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| publisherStr | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| record_format | ojs |
| spelling | oai:revistas.idep.edu.co:article-36152026-01-22T20:49:16Z Mestizo pedagogies: An epistemic proposal for intercultural education in Colombia and Latin America Pedagogías mestizas: una propuesta epistémica para educación intercultural en Colombia y Latinoamérica Ramos Guerrero, Jorge Orlando Martínez Castro, Andrés Felipe Mafla Ortega, Liliam pedagogías emergentes diálogo intercultural currículo intercultural dispositivo pedagógico justicia epistémica emergent pedagogies intercultural dialogue intercultural curriculum pedagogical device epistemic justice Emergent pedagogies have opened the possibility for discussions on localized, community-based, and counter-hegemonic forms of knowledge to emerge. However, there is no integrative pedagogical theory that focuses on the dialogue between traditional and academic knowledge. Therefore, this reflection article discusses the significance of intercultural dialogue, intercultural education, and the intercultural curriculum in pedagogical processes within the Colombian and Latin American territories, which are characterized by their cultural richness and diversity. To this effect, a deep reflection is presented on the interrelationships between school, community, and knowledge from the perspective of mestizo pedagogies as a mediating device, around which multiple epistemologies, cultures, subjectivities, and cosmogonies converge in the context of Pasto, Nariño—which can be extrapolated to Colombia and Latin America. Thus, through an intercultural curriculum, school, pedagogy, and teachers contribute to epistemological justice by revitalizing and validating the knowledge of territories and communities and integrating it into academia. This process strengthens the cultural identity of students, teachers, and communities. In addition, it fosters a sense of belonging, identity, and respect for diversity, and it contributes to restoring the social fabric of communities, strengthening social cohesion, and achieving peace through education in diversity. Las pedagogías emergentes han abierto la posibilidad de que emerjan disertaciones sobre conocimientos localizados, comunitarios y contra-hegemónicos. Sin embargo, no existe una teoría pedagógica integradora cuyo foco sea el diálogo entre los saberes culturales y la academia. Por lo tanto, en este artículo de reflexión se debate sobre la trascendencia del diálogo intercultural, la educación intercultural y el currículo intercultural en los procesos pedagógicos en el territorio colombiano y latinoamericano, caracterizados por su riqueza y diversidad cultural. Para ello, se presenta una reflexión profunda sobre las interrelaciones entre escuela, comunidad, saberes y conocimientos desde la propuesta de pedagogías mestizas como dispositivo mediador, alrededor del cual convergen múltiples epistemologías, culturas, subjetividades y cosmogonías en el contexto de Pasto, Nariño—el cual puede extrapolarse a Colombia y Latinoamérica. De esta manera, a través de un currículo intercultural, la escuela, la pedagogía y el maestro aportan a la justicia epistemológica, mediante la vitalización y la validación de los saberes de los territorios y las comunidades y su integración a la academia. Este proceso fortalece la identidad cultural de los estudiantes, los docentes y las comunidades. Además, fomenta un sentido de pertenencia, de identidad y de respeto por la diversidad, y contribuye a restaurar los tejidos comunitarios, fortalecer la cohesión social y conseguir la paz mediante la formación en la diversidad. Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP 2026-01-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3615 10.36737/01230425.3615 Educación y Ciudad; No. 50 (2025): Temática libre (enero-junio); e3615 Educación y Ciudad; No. 50 (2025): Temática libre (enero-junio); e3615 Educación y Ciudad; Núm. 50 (2025): Temática libre (enero-junio); e3615 2357-6286 0123-0425 spa https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3615/2567 Derechos de autor 2026 Jorge Orlando Ramos Guerrero, Andrés Felipe Martínez Castro, Liliam Mafla Ortega https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | pedagogías emergentes diálogo intercultural currículo intercultural dispositivo pedagógico justicia epistémica emergent pedagogies intercultural dialogue intercultural curriculum pedagogical device epistemic justice Ramos Guerrero, Jorge Orlando Martínez Castro, Andrés Felipe Mafla Ortega, Liliam Mestizo pedagogies: An epistemic proposal for intercultural education in Colombia and Latin America |
| title | Mestizo pedagogies: An epistemic proposal for intercultural education in Colombia and Latin America |
| title_alt | Pedagogías mestizas: una propuesta epistémica para educación intercultural en Colombia y Latinoamérica |
| title_full | Mestizo pedagogies: An epistemic proposal for intercultural education in Colombia and Latin America |
| title_fullStr | Mestizo pedagogies: An epistemic proposal for intercultural education in Colombia and Latin America |
| title_full_unstemmed | Mestizo pedagogies: An epistemic proposal for intercultural education in Colombia and Latin America |
| title_short | Mestizo pedagogies: An epistemic proposal for intercultural education in Colombia and Latin America |
| title_sort | mestizo pedagogies an epistemic proposal for intercultural education in colombia and latin america |
| topic | pedagogías emergentes diálogo intercultural currículo intercultural dispositivo pedagógico justicia epistémica emergent pedagogies intercultural dialogue intercultural curriculum pedagogical device epistemic justice |
| topic_facet | pedagogías emergentes diálogo intercultural currículo intercultural dispositivo pedagógico justicia epistémica emergent pedagogies intercultural dialogue intercultural curriculum pedagogical device epistemic justice |
| url | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3615 |
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