Sinéctica is a biannual magazine edited by the Psychology, Education and Health Department of the ITESO, Universidad Jesuita de Guadalajara.
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Uses of pedagogical theories: Keys for a critical epistemological reflection
The article aims to propose epistemological keys for rethinking the use of pedagogical theories in the analysis of educational reality. It is framed within a critical epistemological perspective from which the relationship between theory and reality in the pedagogical field is examined, on the understanding that theories are historical constructions that must be problematized and contextualized. Methodologically, the study is grounded in a theoretical-critical reflection supported by conceptual review and dialogue with authors in the tradition of critical pedagogy. The analysis is based on the distinction between theoretical thinking and epistemic thinking, between totality and knowing everything, between history and the historical moment, as well as on the need to situate the political within the pedagogical and to place the subjects of education at the center. The findings show that the uncritical use of theories limits the understanding of educational reality. It concludes that rethinking such uses from a critical and situated perspective strengthens educational understanding and transformation in concrete historical and social contexts.
epistemology, educational theory, education, critical thinking
Copyright (c) 2026 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
Andragogy and the experience of adult learning in rural communities: A phenomenological study
The objective of this study is to analyze the learning process of adults in rural community contexts from the principles of andragogy, based on the formative experiences of individuals who resumed their educational trajectories. The research was conducted using a qualitative approach, with a descriptive phenomenological design, employing in-depth interviews to explore participants’ lived experiences and the meanings they attribute to learning. The phenomenological approach made it possible to understand how participants interpret their educational experiences, considering motivational, affective, and sociocultural dimensions. The results indicate that adult learning in rural communities is characterized by self-directed learning, the pursuit of immediate practical relevance, the need for personal recognition, and the importance of horizontal educational relationships mediated by the facilitator. It is concluded that the incorporation of andragogical principles into community-based education promotes more relevant, flexible, and experience-centered learning processes, contributing to the strengthening of personal and community development.
andragogy, community education, adult learning, phenomenology, motivation
Curricular decolonization from Afro-Descendant epistemologies: Toward a pedagogy of cognitive justice in teacher education
The objective of this article is to provide a theoretical reflection on the role of Afro-descendant epistemologies in the transformation of curriculum and teacher education in Colombia. Methodologically, it develops a hermeneutic-critical analysis based on dialogue with key authors. The approach is framed within a decolonial perspective that questions the persistence of a colonial matrix of knowledge in the modern school. As a result, it is argued that this matrix perpetuates racial and epistemic hierarchies, and it proposes understanding curricular decolonization not as thematic inclusion, but as a profound reconfiguration of the criteria of knowledge validity. In conclusion, it is maintained that Afro-descendant epistemologies constitute an ethical and political foundation for a pedagogy of cognitive justice, oriented toward repairing epistemic harm and recognizing community-based knowledge, thereby framing ethnoeducation as the construction of a plural, relational, and emancipatory school.
Afro-descendant epistemologies, decoloniality, curriculum, cognitive justice, teacher training
Racism and emotions in everyday school life in the province of Jujuy, Argentina
This article reflects on how structural racism manifests, becomes naturalized, and is reproduced within the school environment. Based on a historical-ethnographic research approach, it analyzes a specific situation recorded during fieldwork in a secondary school in the province of Jujuy, Argentina, using participant observation and interviews. In a context shaped by the historical presence of Indigenous peoples and Bolivian migrants, the voices of a student, their peer group, and an institutional actor are recovered to explore how racist practices—although not always explicitly named—operate in everyday school interactions and generate significant emotional impacts. Experiences of shame, anger, fear, and intersubjective care are interpreted as social and historical configurations that shape the educational trajectories of racialized subjects. Furthermore, the article argues that schools, far from being neutral spaces, can reproduce affective inequalities that silence or delegitimize pain. It concludes that it is essential to intervene in the norms, institutional projects, planning, and pedagogical practices that structure school life, in order to create conditions that enable the symbolic processing of pain and contribute to the eradication of racism within educational settings.
racism, emotions, high school, racialized students
Epistemic racism and curricular exclusion in rural economic education: Evidence from formal education systems
Economic education has gained relevance as a school competency, particularly in urban and secondary-level contexts. However, rural settings remain largely invisible in discussions on economic literacy and educational justice. This study critically analyzes the approaches, conditions, and experiences related to the teaching of economics in rural educational contexts, aiming to identify gaps, curricular hegemonies, and pedagogical alternatives. A systematic review of scientific literature published between 2016 and 2025 was conducted using the Scopus, Web of Science, and SciELO databases. After applying rigorous inclusion and analysis criteria, six empirical studies were selected. Findings reveal a significant disparity in academic production, with a predominance of technocratic models, limited contextualization, and minimal integration of local knowledge or critical perspectives. Institutional constraints that hinder pedagogical innovation are also identified, although some experiences resist traditional models through participatory and situated methodologies. The study concludes that: a) economics education in rural areas is shaped by structural and epistemic exclusions; b) prevailing pedagogical models reinforce inequalities rather than address them; c) institutional conditions are crucial for transformation; and d) emerging counter-hegemonic practices offer potential for more just and context-sensitive educational proposals.
economic education, rural areas, educational innovation, epistemic exclusion, epistemic racism
Coya territory and identity: Student perceptions of racism
This article aims to understand what it means to identify as Coya from the perspective of young people from a Technical Education School located in the Puna region of Salta Province, Argentina. Through frieze workshops and participant observation, data linked to emotional experiences, self-perceptions, and forms of violence and racism were documented. The fieldwork is part of an ongoing research project aimed at understanding the emotional experiences constructed by Indigenous students and their relationship to racism in the sociodynamics of school stigmatization. Among the results, it is noted that recognizing oneself as Coya entails two ambivalent processes: on the one hand, it implies feelings of pride and dignity, and on the other, it entails feelings of shame and self-loathing. This depends on the context of social interaction in which the students are identified or presented as such. Thus, the same identity marker operates as a sign that exalts within the community itself and, at the same time, becomes a sign of inferiority in other spaces, such as urban areas. This shows that territories are not neutral, but rather scenarios configured by devices of racial classification and hierarchization.
coya, racism, territory, identity, students
Building critical interculturalism against racism. Experiences of indigenous youth university students
Racism produces and reproduces inequalities and forms of exclusion affecting populations that are wrongly labeled as minorities. Examining racism across its different dimensions and territorial expressions helps explain how it operates in educational settings, particularly in higher education institutions. This article analyzes the role of critical interculturality within a university as a practical and politically grounded response to racism in educational contexts. The study adopted a qualitative-interpretive approach and used a Google Forms questionnaire consisting of 18 open-ended items addressing experiences of racism in education and the recognition of interculturality as a framework for resistance and redress. Responses were analyzed through discourse analysis informed by diatopic hermeneutics. The findings show that racism operates both interpersonally and structurally and is shaped by ethnic and gender-based factors in university settings, as illustrated by the case of the Intercultural University of Chiapas. The article concludes that fostering critical interculturality in university educational processes strengthens social awareness, challenges power relations, and contributes to the consolidation of onto-epistemic justice in contexts of exclusion and discrimination that continue to shape university life and students’ experiences.
exclusion, indigenous peoples, critical interculturality, university students, ethnic discrimination
Racism and education: Effects on the subjective constitution of students
This study examines the manifestations of racism in the educational sphere through the relationship between social classifications, emotional experiences, and bodily practices that hinder or foster inclusion. From a sociopsychic and historical-cultural perspective, it adopts a qualitative approach that brings together critical sociology, body studies, and the affective turn through in-depth interviews. The theoretical framework challenges the separation between emotion and reason and highlights the political dimension of affects in the reproduction of inequalities. The findings show that the body functions as a marker of distinction or exclusion, producing forms of social suffering and violence. On this basis, the study argues that schools can contribute to denaturalizing discriminatory classifications and promoting critical pedagogies aimed at understanding subjective experiences and transforming power relations.
racism, education, body, emotions, inequality
The body and racism in the university trajectory of Zapotec women from the isthmus of Tehuantepec
This article aims to describe the manifestations of racism experienced by a group of Zapotec women during their time in university and their effects on the processes of subject materialization. The methodology was qualitative and consisted of applying semi-structured interviews to women from the isthmus of Tehuantepec, Oaxaca. Through a theoretical approach drawn from body studies, feminist studies, and studies on racism in Mexico, this article shows that the experience of racism produces corporeal practices of erasure (borramiento). These are modifications in the ways of speaking, dressing, and expressing oneself, whose intention is to discipline and normalize the body. The testimonies reveal that the experience of racism produces feelings of loneliness, anger, and grief, hence the necessity to avoid it. However, this erasure has long-term effects: upon finishing university and returning to their communities of origin, the body is read as "suspicious," having erased the corporeal characteristics that constitute identity and belonging, such as the Zapotec language, accent, and the use of traditional clothing. This text intends to name the influence of racism on the becoming of subjects and its long-term effects, even after the university trajectory has concluded.
Students’ reflections on racism and its eradication. An intercultural approach to anti-racist education
Racism constitutes a structural phenomenon that is also reproduced within higher education institutions, where students are among the groups most frequently affected. However, students do not always recognize that their own practices—or the aggressions they experience—are part of the broader spectrum of racist manifestations. The purpose of this study was to identify and render visible such expressions within the student community to develop intervention strategies grounded in an intercultural approach. Using an action research methodology, participatory workshops were conducted between 2024 and 2025 with undergraduate students in the Pedagogy program at Universidad Veracruzana (Xalapa campus), drawing on materials from the Initiative for the Eradication of Racism in Higher Education. The findings indicate that throughout their educational trajectories, participants have encountered racist situations both at the university level and in earlier stages of schooling. In addition, they identify related issues such as violence, discrimination, and class-based prejudice.
Weaving anti-racist teacher training between universities in Mexico and Colombia
This article presents the results of a research project that also incorporates a training intervention based on the Teacher Training Diploma in Antiracist and Intercultural Pedagogies, developed by the National Pedagogical University of Mexico and the University of Cauca in Colombia. Teachers from basic and upper secondary education in Latin America participated in the program through dialogue and collaboration during 2023 and 2024. From a qualitative and participatory perspective, the diploma program identified the presence of racism in the daily life of school and classroom settings, as well as the scope of antiracist and intercultural pedagogies. Among the key findings is that, despite structural and institutional limitations, there are possibilities for transforming educational practice by making visible and naming racism against Indigenous, Afro-descendant, and migrant populations. This involves mobilizing and transforming conceptions and stereotypes circulating in schools to promote antiracist action and enhance teacher training that impacts the educational processes of children and young people.
teacher training, anti-racist pedagogies, intercultural pedagogies, racism
Racism in the Mexican academy against highly educated indigenous and afro-descendant women
This article problematizes situations of mistreatment and racism directed at highly educated Indigenous and Afro-descendant women. It begins by examining how access to higher and postgraduate education for Indigenous and Afro-descendant communities has developed in parallel with processes of criminalization affecting these groups. Subsequently, the article draws on a body of literature that documents the entry of Indigenous and Afro-descendant individuals into higher education. Through a critical perspective on mestizaje in Mexico and on whiteness as an institutional practice embedded within racial formation projects, the analysis examines institutional practices through cases of racism in research centers and postgraduate programs across different Mexican states. These cases reveal how racism based on skin color, linguistic racism, and epistemic racism operate. Finally, the article concludes by addressing the following questions: What does it mean to close the doors of academia to highly educated Indigenous and Afro-descendant women? And how does this compel a rethinking of the logics of privilege and whiteness in Mexico?
women, racism, academia, whiteness, mestizaje
Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
Social engagement of university students: Experiences in an institution education higher private in Chiapas
The objective of this article is to understand the experiences of social engagement in three academic programs at a private higher education institution in Chiapas. A case study design was employed to analyze the relationship between university and society among students enrolled in the undergraduate programs of Pedagogy, Public Accounting, and Law. The research was conducted using a qualitative, inductive-explanatory methodology, structured in two data collection phases. In the first phase, a diagnostic questionnaire was administered to students to explore their educational trajectories and experiences of social engagement through professional internships and community service. In the second phase, in-depth interviews were conducted with faculty and administrative staff to deepen the understanding of these experiences. The sample consisted of 26 students and 7 faculty members or administrators. The data were analyzed using a qualitative thematic approach, which allowed for the identification of patterns and tensions concerning the university’s engagement with local communities. Among the main findings, it is noteworthy that although students value collaboration with local contexts, challenges remain regarding the long-term impact of engagement activities on their educational processes with community actors.
institution education higher private, social links, social services, professional practices
The part-time academic as researcher: Between teaching responsibilities and scholarly production
This study aims to analyze the labor and institutional conditions of part-time faculty members who, in addition to their teaching duties, conduct research as part of Mexico’s National System of Researchers. The study examines how their employment status affects the recognition of academic and scientific merit within the institutional context of a state public university, specifically focusing on faculty members from two different educational institutions (university centers) of the University of Guadalajara. A qualitative methodological strategy was employed, involving the participation of ten part-time faculty researchers through semi-structured interviews (conducted both in person and online). Fieldwork was carried out between January and May 2024. The results highlight dimensions related to the difficulties, inequities, motivations, and consequences of conducting research for this faculty member, which are interpreted through a theoretical approach linked to merit. Finally, the study contributes to the understanding of a relatively new actor within the Mexican academic profession, as well as some of the key challenges surrounding them at the labor, institutional, and personal levels.
Social justice in rural education policy for Chile and Mexico
The global health crisis has been resolved, yet its non-health consequences persist. The experience of education between 2020 and 2022 revealed the inconsistency of public policies toward vulnerable sectors, such as rural communities in Latin America. In particular, there has been a general decline in learning outcomes—confirmed by results on national and international standardized tests—while the solutions implemented have often been reductionist in contexts that demand greater sensitivity and contextualization. Teachers across the region have faced constant uncertainty. It is evident that the urgency of the situation led to improvisation in contingency planning. However, states must now move toward educational policies that ensure the fair distribution of resources and the dignified provision of services, which are essential for recognizing and supporting minority groups. Within this framework, teaching experiences from Chile and Mexico were analyzed in order to compare the objective and subjective advantages and disadvantages in rural territories. The findings redefined the professional effort required to teach—from reaching students in their homes to generating learning resources appropriate for remote areas. The results in rural schools highlighted the urgent need to reclaim social justice in the design of educational policies in both Chile and Mexico.
school management, social justice, covid-19 and territories, educational policies, Latin American rural schools
Everyone fits in the market by learning to adapt. Structure of private higher education in the State of Mexico
This article analyzes the structure of private higher education in the State of México, which ranks second nationally in private sector enrollment. It explores three key areas: the regulatory framework governing the validity of academic programs offered by private institutions; the growth of offerings with Official Recognition of Validity of Studies (RVOE) and their integration into the Autonomous University of the State of México; and the expansion of programs by municipality, field of study, and modality. The article also highlights a trend toward oligopolistic organization within the private sector. The data analyzed are drawn from statistical reports, legal statutes, and regulatory frameworks.The findings reveal that the consolidation of private higher education offerings has been uneven, largely due to the region’s socioeconomic heterogeneity. Furthermore, there is a marked concentration of offerings in particular municipalities, academic programs, modalities, and institutions. This market dynamic appears to result from governmental decisions granting the private sector broad autonomy in defining its educational offerings, the lenient oversight of RVOE procedures, and institutional strategies focused on maximizing profitability.
Higher education markets in Oaxaca: Shifts and continuities during the 2018–2024 administration
This paper analyzes the socio-spatial transformations of higher education markets in the state of Oaxaca, Mexico, during the 2018–2024 presidential term, from the perspective of the geography of educational markets. Based on data from institutional sources, maps of higher education markets were developed for the state’s eight regions at both the beginning and end of the period, to compare changes in the provision of tertiary education. Data were collected on school-based higher education offerings (normal schools and bachelor's degrees), as well as on the type of administrative control (public or private). Additionally, the distribution of enrollment was analyzed at the state level, disaggregated by administrative control and gender. The results show a general increase in both the availability and enrollment in higher education; however, this growth is uneven and marked by territorial disparities: regions with a high concentration of institutions coexist with others offering few or no educational opportunities. The study concludes that, despite the overall expansion of educational offerings and enrollment, and certain advances in coverage and decentralization, there was no structural transformation of the higher education markets in Oaxaca during the 2018–2024 period.
higher education, access to education, educational opportunities, educational policy, regional imbalances
Tsotsil bats’i k’op in Ts’omolton, Chalchihuitán: monolingualism, identity and education
This article analyzes the symbolic system represented by bats’ik’op (“true” or “authentic” language, used to refer to Tsotsil and Tseltal) in the construction of identity among Tsotsil students in the community of Ts’omolton, municipality of Chalchihuitán, Chiapas. The study focuses on a monolingual community where language constitutes a highly valued identity marker. The objective is to examine the linguistic situation of the students and to understand the system of identity representation that language provides to its speakers. From an ethnographic perspective, the study seeks to capture the link between language and identity in the primary school context. The research is grounded in historical and sociopolitical processes that have strengthened Tsotsil identity in Chalchihuitán. It shows how local circumstances have contributed to preserving linguistic identity, as well as the debates surrounding the relevance of Tsotsil as the language of instruction. Among the findings, it is identified that the expulsion of Spanish speakers, isolation from urban influence, and the persistence of Tsotsil use within the community have helped prevent threats to its original linguistic identity.
bats'ik'op tsotsil, identity, indigenous education
Organizational change in private universities within Mexico’s accreditation context
Institutional and program accreditation has become a mechanism of self-regulation in Mexican higher education, operating within a market-driven logic. Consolidated private universities engage continuously in accreditation processes, strengthening their legitimacy and prestige, while those still striving for such recognition adopt a striving behavior to gain competitive advantages. Given ongoing debates about whether accreditation genuinely drives organizational transformation, this study asks: How does change occur in Mexican university organizations with different levels of institutional consolidation in the context of accreditation? A comparative case study was conducted involving Universidad La Salle Mexico City and Universidad Intercontinental, based on an adapted version of Pettigrew’s contextualist model. Using documentary sources and semi-structured interviews, the study found that accreditation acts as an external pressure to which organizations respond through discretionary internal adaptation. Changes were identified that align with accreditation agency criteria, along with strategic and reactive transformations shaped by resource allocation and internal perceptions of quality. Differences between the two cases are largely explained by the interplay of top-down and bottom-up implementation strategies. The findings suggest that organizational change in this context is complex, nonlinear, and shaped by both external pressures and internal dynamics.
institutional accreditation, change strategies, private universities in Mexico, Pettigrew’s model, higher education, organizational isomorphism
Quality in Catholic higher education in México: A case study
The main objective of this article is to describe the meaning and significance that the actors of a private Catholic university in the Metropolitan Area of Guadalajara, Mexico, have constructed regarding the concept of educational quality. To achieve this, a three-year qualitative study was conducted using a case study approach. The methodology included semi-structured interviews with key stakeholders and a focus group with internal participants from the institution. This approach made it possible to capture the interpretive richness and the plurality of perspectives surrounding the concept of educational quality. The findings reveal that, in this Catholic university, the notion of quality is dynamic and multifaceted, encompassing both economic and humanistic perspectives. It is evident that the practical interpretation of quality by institutional actors often goes beyond the formally established philosophical ideals, resulting in the adaptation of policies and practices to simultaneously meet labor market demands and fulfill the university’s social mission. In conclusion, this study contributes to a deeper understanding of how Catholic universities negotiate, reinterpret, and redefine the concept of educational quality in a context of increasing competition within higher education.
quality in Catholic higher education, private university management, perceptions of educational quality, Mexican Catholic universities, integration of economy-humanism in education
Learner identity. A study about personal and situational influences with education university students
The purpose of this paper is to deepen our understanding of the influences exerted on the process of constructing learning identities. Drawing on current developments on the topic, we conducted an empirical study following the guidelines of a qualitative methodology. We worked with students taking psychology courses required for teacher training at a public university in Argentina. Data were collected using a questionnaire designed to explore representations and experiences related to their learning identities. Data analysis considered recommendations from grounded theory and implemented cross-coding procedures. The results indicated that students were able to recognize the influence of personal traits and the ties established in family and institutional contexts over their learning identities development. The study's conclusions include a broadening of the theoretical perspective, recognizing the influence of socioemotional competencies and the dynamic nature of identity construction processes. Regarding teaching practices, we emphasize the importance of the opportunities for participation that are provided for students, and the nature of the interactions and assessments that accompany or follow them.
learning, meaningful experiences, socio-emotional competencies, contextual influences
Development and validation of a tool for detecting at-risk students
Systems for detecting students at risk of dropout range from direct observation to those based on machine learning techniques. The purpose of the study was to develop and validate a self-detection tool for high school dropout risk. Characteristics or traits consistently mentioned in the literature about at-risk students, such as economic struggles, lack of commitment to school, broad social motives, and others, served as indicators for the development of a questionnaire, which was administered online and employs an additive scoring indicating dropout risk. So that, the higher the score, the greater the risk. A convenience sample of 1006 public high school students participated in the study. Reliability analysis showed strong internal consistency of the scale (a = 0.9187). Factor analysis identified three priority factors. This questionnaire offers students a reliable and valid gauge of dropout risk. In addition, it enables timely interventions by educational authorities to enhance student retention and graduation rate.
at-risk student, risk factors, dropping out, retention, pandemic
A general approach to epistemological colonialism in the Chilean education system
This article discusses and reflects on the persistence of epistemological coloniality in the Chilean school system, which not only silences the knowledge of the indigenous population, but also the way in which foreign students construct and develop their way of knowing and conceiving reality; in other words, it also silences their episteme. The methodology is qualitative and descriptive, based on a theoretical and systematic review of the scientific, normative and dissemination literature on the school system and the practices that sustain it. A content analysis of the selected literature was carried out in order to discover nuclei of meaning and significance about the object of study. The main results show that the Chilean education system, through the school curriculum and initial teacher training, imposes an order of disciplinary knowledge that excludes any possibility of incorporating one's own knowledge and know-how into educational practices. The main conclusions support the urgent need to incorporate educational content based on epistemological pluralism into the school curriculum and initial teacher training programmes in order to progressively counteract epistemological coloniality in the Chilean education system.
colonialidade epistemológica, sistema educativo chileno, estudantes estrangeiros e indígenas, Educação Intercultural.
Teaching practices in higher secondary education for the construction of historical consciousness
The concept of historical consciousness holds paramount relevance within the pedagogical framework of the Nueva Escuela Mexicana, serving as a key element for understanding the past, critically examining the present, and envisioning a well-informed and conscientious future. This study aims to analyze the pedagogical approaches related to the development of historical consciousness in upper secondary education, based on the theoretical foundations of the Nueva Escuela Mexicana. Its objective is to identify effective strategies and areas for improvement in the teaching of History within the “marco curricular común de la educación media superior”. A mixed-methods approach was employed, including measurement scales, questionnaires, and focus group discussions with upper secondary school educators in the state of Hidalgo, México.
Graduate students’ attitudes towards collaborative writing
We report the findings of a study aimed at describing the attitudes of a class of PhD students towards collaborative writing in Mexico, and to examine the factors affecting such attitudes. The theoretical perspective was based on the concept of Collaborative writing (Corcelles y Oliva, 2016); the writing process (Flower y Hayes, 1981); Group dynamics (Orozco, 2006); and the tripartite model of attitudes (Briñol et al. 2007). This a descriptive, mixed-methods case study, in a doctoral program. An open and semi structured interview, and a written report were the instruments used for data collection. We found that the attitudes, overall, are negative and ambivalent towards cowriting. This seems to be due to poor or limited experience in this type of activity. The affective component plays a predominant role in these attitudes whereas the cognitive component demonstrates an incomplete perception of true collaborative writing, information gaps about the writing process and the group dynamics. Therefore, we need to build and strengthen not only writing skills but also collaborative work in the classroom, in all educational settings.
attitudes, collaborative writing, graduate students, Mexico
Progress towards inclusion in a multiple attention care facility in Tlaxcala, México
The aim of the study was to determine the advances in educational inclusion in a Multiple Attention Center in the State of Tlaxcala, Mexico. This institution was selected due to its recognition among the population, which leads it to have a significant demand. The research was qualitative with a descriptive-exploratory approach; eleven mothers and fathers with children with various disabilities were interviewed, as well as two teachers from the same institution. The information was interpreted by means of a hermeneutic interpretative analysis. The results showed that, according to the participants, all the actors involved, such as directors, teachers, parents and students, collaborate to overcome learning and participation barriers, thus promoting a community that recognizes and supports each other, and that learns through and about disability, which leads to constant improvements in terms of educational and social inclusion of people with disabilities. The findings show that this institution has had a favorable evolution in its efforts to promote inclusion, despite the lack of support from educational authorities regarding the development of clear guidelines for its operation.
inclusive education, disability, special education
Postgraduate studies and indigenous peoples: Limits and potentials for their becoming
This article analyzes postgraduates as a space with a potential social impact in the field of indigenous peoples and communities, since it can favor the construction of knowledge that is culturally favorable to them, considering their cognitive frameworks and collective interests. Based on research based on dialogues and life stories, a content analysis is made of the perspective and academic production of six researchers belonging to Mayan peoples in the state of Chiapas. Based on the theoretical framework of cultural knowledge, it was found that there are moments, people and spaces in the graduate programs that potentiate the vindication of these subjects as part of their people; however, they still find limitations regarding the theoretical and methodological tools they are taught, as well as cultural discordances between what they are offered and the needs of their communities. It is concluded that it is necessary to include a critical intercultural approach with inter-epistemic content in master's and doctoral programs to promote a significantly positive impact for the members of indigenous peoples, their communities and society in general.
indigenous students, critical interculturality, cultural knowledge, cultural diversity, postgraduate education