Abstract

The purpose of this article is to analyze the implementation of intercultural regulations in Ecuadorian university education from the perspectives of its educational actors. Through a mixed methodology, a survey was applied to 70 indigenous students and a semi-structured interview to 7 teachers, who belong to 7 institutions of higher education from the areas with the highest concentration of indigenous population. Likewise, 5 experts on the topic of interest participated in the study. The findings highlight the presence of epistemological conceptions linked to conditioning knowledge and limited purposes, typical of the university dynamics that continues to distance itself from the recognition of the other from its ancestral origin. The educational actors agree that the curricula reproduce the colonial perspective of knowledge and stress the need to improve teacher training in order to make it possible to apply the regulations. In spite of this, most of the students know the laws of interculturality and affirm that it is integrated as part of the educational practices.

Keywords: higher education; interculturality; equity; inclusion; indigenous peoples