Territoriality and Diversity in the Curriculum: Social, Cultural, and Economic Dimensions of Inclusive Pedagogical Practice

Abstract

The study analyzes the implications of territoriality and diversity in the curriculum for building an inclusive pedagogical practice. Using a qualitative, critical-interpretive approach, it applied content analysis to official documents, academic works, and school curricula. The results show that the social, cultural, and economic dimensions of curricular inclusion are interconnected and do not manifest independently. When not considered in the curriculum, they contribute to the persistence of inequalities. In the urban peripheral school, socioeconomic conditions directly affect students’ access and permanence. In the rural school, the undervaluation of local knowledge creates cultural tensions and weakens the process of social emancipation. The study concludes that inclusive curricula must value territorialities, promote flexible pedagogical practices, and foster critical teacher training, enabling the transformation of inequalities into educational opportunities and the promotion of social justice.