Building Critical Interculturality from Decolonial Pedagogy: Experiences in Bilingual Institutions in Ecuador

Introduction: The study explored the evolution of interculturality within the bilingual educational sphere in Ecuador, assessing its impact on decolonial pedagogy in intercultural learning institutions. Objective: The study investigated teachers' experiences and perspectives on interculturality, identifying strategies that foster diversity and cultural preservation. Methods: Using a qualitative and ethnographic approach, data were gathered from two intercultural bilingual institutions located in different regions. Through direct observation, documentary analysis, and interviews, the perspectives and dynamics of educational actors were collected. Findings: Teachers perceive interculturality as a tool for coexistence and mutual respect; however, despite the varied interpretations of the concept, challenges were identified in implementing bilingual intercultural education. The results indicated that the State often marginalized other languages and traditions, confining EIB to Kichwa and enforcing a folklorized and restrictive perspective. Conclusions: Intercultural education in Ecuador necessitates a more in-depth analysis, moving beyond the rigid framework of hegemonic power and encouraging the inclusion of cultural diversity. This transformation demands comprehensive public policies and enhanced intercultural training for educators to strengthen engagement among social actors and foster educational practices that promote equity and participation across all levels of schooling. Conclusions: Limitations of the Study and Future Research: Given that this study focused on two specific institutions, the conclusions and analysis may be somewhat generalized, limiting their applicability to other educational contexts. Furthermore, considering the diverse perspectives on interculturality, it is essential for future research to examine more thoroughly the impact of theoretical frameworks on pedagogical practices. Received: 16 November 2024 / Accepted: 18 March 2025 / Published: 08 May 2025