Intercultural pedagogical practices in Chile and Peru: A systematic literature review from a critical-situated perspective

Abstract

This article consists of a systematic literature review on intercultural pedagogical practices implemented in school contexts in Chile and Peru. It analyzes how these practices contribute to a critical and situated intercultural education. Following the PRISMA-ScR guidelines, the databases WoS, Scopus, and Scielo were reviewed for the period 2013–2023, identifying 11 relevant scholarly articles. Findings showed four approaches of intercultural pedagogical practices, based on their level of adherence to a critical and situated interculturality: (i) those that challenge the official curriculum; (ii) practices that strengthen Indigenous languages and knowledge from an Indigenous worldview; (iii) practices that incorporate Indigenous knowledge into the official curriculum; and (iv) practices focused on the recognition of cultural differences. Furthermore, 10 of the 11 studies concentrate on pedagogical experiences in Chile, primarily in areas with a high concentration of Mapuche people, raising questions about the geopolitical asymmetries in knowledge production between Chile and Peru and about the unequal visibility of intercultural educational practices in different contexts.