Indigenous Cultures and Socio-Education
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Abstract
Abstract
Currently, socio-educational dynamics continue to influence the educational development of children and adolescents in Ecuador. Various internal and external factors shape students’ perceptions and responses from both individual and group perspectives. In this context, the present study analyzed the relevance of intercultural education in the lower secondary level of General Basic Education (EGB) in Ecuadorian schools. The research is an explanatory and correlational study with a mixed-methods approach. An analysis of the Ministry of Education’s 2023–2024 database revealed a limited presence of students from indigenous peoples and nationalities in urban educational institutions. Furthermore, the results show that the majority of students achieved achievement level 1 (elementary), which is considered insufficient. On the other hand, Pearson’s correlation analysis determined that there is no statistically significant relationship between ethnicity and students’ socioeconomic quintile. Finally, the study highlights the role of teachers as key actors in fostering students’ independent thinking, enabling them to make value judgments based on an understanding of and respect for their sociocultural context.
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@article{Salazar2026Trascendencia,
title = {Trascendencia de la Educación Intercultural para el respeto a la identidad étnica indígena entre estudiantes de Educación General Básica Subnivel MediaTrascendencia de la Educación Intercultural para el respeto a la identidad étnica indígena entre estudiantes de Educación General Básica Subnivel Media},
author = {Damaris Viviana Tenelema Salazar and Sisa Jennifer Guanina Cuyo and Cinthya Alexandra García Romero},
journal = {Revista Científica UISRAEL},
year = {2026},
doi = {10.35290/rcui.v13n3.2026.1772},
url = {https://doi.org/10.35290/rcui.v13n3.2026.1772}
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