The central objective of this symposium is to analyze the processes involved in the construction of the cultural identity of indigenous peoples and the dialogue of knowledges in intercultural contexts, in order to establish the impact of other cultures on changes in daily life through the influence of external pedagogical models in dialogue with the communities’ own pedagogical models.
The relevance of this gathering lies in the urgency of promoting educational justice that recognizes indigenous communities as historical subjects of knowledge, especially in the territories of Latin America, with key strategies that include mapping the leadership of indigenous communities in territorial transformations, in which teacher leadership serves as the axis of a utopian forward-looking vision that guarantees biocultural sustainability and social equity.
