Interculturality and Educational Inclusion in Brazil and Mexico: A Comparative Analysis

Abstract

From a critical and decolonial perspective, a comparative analysis is made of the intercultural and inclusive education policies implemented in Mexico and Brazil during the 20th century and the first two decades of the 21st century. We observe the tendency to generate integrationist, ethnocidal, linguistic and epistemicidal educational policies, programmes and actions, generated from modern-colonial Eurocentric approaches aimed at the political, sociocultural and linguistic homogenisation of the national population. These contrast with the initiatives generated by indigenous and Afro-descendant peoples, organisations and movements which, from counter-hegemonic conceptions, are aimed at promoting autonomy and the valuation of their own ontologies, epistemologies and educations.

Citation

Sartorello, S.C. and Herbetta, A.F. (2024), "Interculturality and Educational Inclusion in Brazil and Mexico: A Comparative Analysis", Romero-Contreras, S., Garcìa-Cedillo, I. and Moreno-Medrano, L.M. (Ed.) Intercultural and Inclusive Education in Latin America (International Perspectives on Inclusive Education, Vol. 24), Emerald Publishing Limited, Leeds, pp. 141-154. https://doi.org/10.1108/S1479-363620240000024010