Resumo

TORRES DE LUNA, Diego Mauricio; PLASCENCIA GONZALEZ, Martín  e  SALAZAR ORTIZ, Víctor Hugo. Curricular Cognitive Injustice in Mexico: Academic and Ethnic Narratives. Rev. latinoam. estud. educ. [online]. 2024, vol.54, n.2, pp.229-254.  Epub 21-Jun-2024. ISSN 2448-878X.  https://doi.org/10.48102/rlee.2024.54.2.631.

This study addresses the problem of cognitive injustice that persists in Mexico, despite the mechanisms proposed to guarantee the rights of indigenous peoples. Given that higher education is fundamental for the generation and transmission of knowledge, theoreticalnarrative research was carried out to examine how this problem is manifested from the discourse of people from indigenous peoples immersed in the educational system. The theoretical framework proposes solutions based on concepts such as inclusion and university autonomy. The results indicate that the participants understand the problem from perspectives more relevant to their context, referring to historical errors of the colonial era, and offer measures so that the school reflects the social system. It is found that one of the manifestations of cognitive injustice is in official curricular designs, given the close relationship between culture, language and knowledge. Together with the participants, the limited participation of indigenous peoples in the development of academic plans and programs is questioned.

Palavras-chave : cognitive injustice; curriculum; native peoples; educational inclusion; university autonomy.