The project to homogenize education in Ecuador

Abstract

This essay seeks to contribute to the Latin-American pedagogy debate by analyzing the following categories: social equality, school equality, teacher position and identity-difference. Likewise, political and pedagogical decisions that aim at achieving social equality, will be taken into consideration. The thesis that I pretend to defend is that social equality and school equality is the double-sided element of the homogenization process in Ecuador. One of the conclusions that this text establishes is that, through the implementation of bilingual intercultural education in Ecuador, social equality was achieved, but, paradoxically, this was done by modifying the habitus and transforming the identity of the indigenous child and youngster into a, seemingly, being who thinks, and acts as a white/mestizo