Intercultural education and indigenous women's movements in politics: A review of Latin American literature

Abstract

Intercultural education in Latin America, particularly in Chile, needs to be reviewed and updated to improve coexistence between citizens (Arredondo & Paidacan, 2023). This article presents a descriptive review of the research literature, which is reflected in three texts by the authors: Pequeno (2009), Rousseau and Morales (2018), and Ulloa (2020). They are compilations of works on Indigenous women in politics and Indigenous women's movements in Latin America, as well as their roles, experiences, forms of organization, and struggles. However, among the foundations of intercultural education is understanding the other. Theories of intercultural communication show that failed public policies have arisen from ignorance of that other (Del Valle, 2009; Grimson, 2001; Rodrigo, 1999). Therefore, the objective is to describe the literature to know and understand the forms of organization of indigenous women in politics and contribute to intercultural education. From the gender perspective with situated knowledge (Haraway, 1991 and Bidaseca, 2022), the inclusion criteria (gender, context, and theme) are created. Consequently, the three authors of this research establish that the invisibility that Indigenous women have suffered has given rise to ignorance of the underlying reasons for their struggles. It is necessary to understand that the united, educated, and organized community manages to maintain its identity.