EDUCATION, POVERTY, AND GENDER: AN INTERCULTURAL AND DECOLONIAL ANALYSIS IN THE ANDEAN REGION

Abstract

The objective of this article is to contribute to the Sustainable Development Goals (SDGs) 1, 4, and 5 in the Andean Region, based on a critical, intercultural, and decolonial dialogues. The methodology systematizes, analyzes and interprets data obtained from the comparative study in the seven Andean countries, using different poverty, educational, and gender indexes from 2007 to 2017. As a result, the article allows to know the political, economic, educational, and social evolution in Argentina, Bolivia, Chile, Colombia, Ecuador, Peru, and Venezuela. An intersectoral approach is also developed in order to recognize the conditions of structural inequality suffered by indigenous and Afro-descendant peoples of these Andean societies. To conclude, proposals are made to (re)think and (re)build strategies, plans, and public policies in the region.

EDUCATION; GENDER; INTERCULTURALITY; POVERTY