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This UNESCO report presents the results of a research project conducted in six Latin American countries -Bolivia, Chile, Ecuador, Guatemala, Mexico and Peru- on the integration of indigenous knowledge, interculturality and multilingualism in educational policy.

The document complements and expands the first report on this topic that was published in 2017 by UNESCO’s Regional Bureau for Education in Latin America and the Caribbean. The new report analyzes the development of educational policies and programs that include the knowledge and cultural practices of indigenous groups, and explores their level of development and institutionalization.

The publication also delves into the proposals and experiences of indigenous peoples and their organizations in relation to this type of public policy. It displays the commitment of UNESCO and the states to an intercultural transformation agenda and outlines challenges related to progress in this area.

This report commemorates the International Year of Indigenous Languages and is framed by the renovated emphasis on equity and inclusion of Sustainable Development Goal 4, which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, paying special attention to vulnerable groups including indigenous peoples.

Indigenous knowledge and educational policy in Latin America: Towards an epistemic dialogue formulates a series of challenges and recommendations, discussed among experts, elders and wise members of various indigenous groups within the countries analyzed. The publication highlights a set of strategies, approaches, policies and plans of action aimed at rethinking education in order to move towards the construction of more democratic, fair and intercultural societies.

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