Interseccionalidad y justicia epistémica en el currículo de educación superior en Argentina, Brasil y Colombia

This article explores and analyzes the intersections between gender, “race”, class, and territory in the curricula of three teacher training programs at three public higher education institutions (HEIs) in Argentina, Brazil, and Colombia. To do so, it examines how these intersections are addressed in the curricula and the implications this has for teacher training. It also seeks to make visible counter-hegemonic curricular practices that are being implemented and that propose reinterpretations that challenge Eurocentrism and epistemic injustice within the curricula. This research, framed within the sociology of education and ethno-racial studies, from an intersectional perspective, was developed with a qualitative and sociocritical approach. Among its findings, it points out that, beyond the small advances that intercultural and anti-racism debates have generated in universities, colonial, racialized, sexist, and hierarchical structures are entrenched in the curricula of the teacher training programs under study, which undoubtedly has an impact on the reproduction of the inequalities that affect Afro-descendants. This study also identified counter-hegemonic curricular practices that dispute and propose diverse interpretations within the curricula, understanding curriculum as a contested field and as a space for negotiation “between what is imposed and what is practiced” (Finocchio, 2016).