Prácticas docentes sobre la celebración de los raymis en colegios de la ciudad de Cuenca

Abstract

The Constitutional legal framework (2008) and the Organic Law of Intercultural Education (2012) account for the construction of a society and education based on interculturality. In this sense, in schools in the city of Cuenca, the teaching practices that celebrate the "raymis" (festivities) have been normalized as a space that could enable the value of both the cultural and epistemic difference among people. Hence, the general objective is to describe these teaching practices on the implementation of the raymis in three sectors in the city of Cuenca and its correspondence with the constitutional legal framework. The methodology for the research work is qualitative in nature and exploratory in scope. The research universe explore three sectors: private, public and a combination of both, in the voice of twelve Social Sciences teachers who have incorporated the celebration of raymis into their practices. The results obtained show that although it is true that the advances in legal norms are positive, with their limitations for the construction of an intercultural society, for the most part the teaching practices in the celebration of the raymis act as a device that rather reproduces stereotypes around the cultural and epistemic difference, becoming a functional space for the interests of the State. However, minimal evidence has been found that shows teaching practices committed to the decoloniality of knowledge towards a dialogue of knowledge.