Curriculum, Teaching, and Human Rights as Drivers of Critical Interculturalism in Dominican Elementary Education

Abstract

This research explores how curriculum, teaching, and human rights can be articulated to foster a commitment to critical interculturality as a guiding principle at the primary level in the Dominican Republic. In a context characterized by rich cultural diversity, the study proposes to move beyond exclusively inclusive approaches and adopt an educational model that challenges structural inequalities. Using a mixed-method approach that combines interviews with teachers, principals, and educational technicians, and applying data triangulation, the study confirms that although diversity is valued, there are limitations in both continuing professional education and organizational structures for its implementation. It proposes to incorporate critical intercultural competence as a transversal axis of the curriculum, emphasizing respect, equity, and social justice. In addition, fifteen academic, institutional, and ethical lines of action are suggested to consolidate this transformative approach. In conclusion, although there is a clear will, a lack of articulation between teacher training, pedagogical practices, and institutional policies is identified; therefore, urgent transformations are required to guarantee situated, equitable, and inclusive education, demonstrating in practice what is preached.