Curriculum reforms in social sciences: incorporating ancestral knowledge into Ecuadorian upper secondary education [Reformas curriculares en Ciencias Sociales: incorporación de saberes ancestrales en la Educación Básica Superior ecuatoriana]
DOI:
https://doi.org/10.62574/rmpi.v5iEducativa.454Keywords:
education reform, traditional knowledge, intercultural educationAbstract
The aim of this article is to reflect on curricular reforms in social sciences based on the incorporation of ancestral knowledge into Ecuadorian upper secondary education. A hermeneutic approach was used to analyse fifteen specialised bibliographic sources published between 2018 and 2025. The results reveal that the reforms seek to decolonise school knowledge and recognise national epistemic plurality, implementing strategies such as contextualisation of local content, integrative project methodology, incorporation into specific disciplinary content, and bilingual intercultural education. Tensions are identified between normative statements and concrete pedagogical practices, limitations in teacher training, a shortage of culturally relevant resources, and community resistance. An integrative model is proposed based on the recognition of epistemic plurality, territorial and cultural contextualisation, project-based dialogical methodologies, continuous teacher training in intercultural pedagogies, and community participation in educational processes.
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Copyright (c) 2025 Denisse Fernanda Reinozo-Panamá, Mery Del Rocío Utreras-Zapata, Edwin Castelo-Vinueza, Maura Graciela Zambrano-Villacís
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