INTERCULTURALITY IN PRIMARY EDUCATION IN LATIN AMERICAN COUNTRIES: A SYSTEMATIZED REVIEW

Abstract

The interest in the completion of interculturality in primary education targets transforming society into a juster one, with equal opportunities and in which all forms of discrimination have been banished. This paper aims to analyze the primary studies on interculturality in elementary education in Latin American countries by identifying their characteristics. The Scopus, Scielo and Dialnet databases were reviewed and systematized during 2014 and 2021 to achieve the proposed purpose. Thus, results were obtained from the identification of 1,503 potential studies, which, after applying limit filters and eligibility criteria, they were reduced to a total of 18; most of the investigations included qualitative approaches (n = 16, 89 %) and were carried out in Brazil (n = 5, 27.8 %) and Chile (n = 5, 27.8 %). The review permitted to verify that interculturality in primary education in Latin American countries presents significant advances due to the existence of qualitative studies, which highlight the intercultural curriculum categories, intercultural school and classroom, cultural diversity, intercultural agent and intercultural education. These components contribute to the establishment of democratic societies, with social justice in contexts of diversity.