Ra Ximhai. 2018;14(2):19-29


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Journal Title: Ra Ximhai

ISSN: 1665-0441 (Print)

Publisher: Universidad Autónoma Indígena de México

LCC Subject Category: Social Sciences: Social sciences (General)

Country of publisher: Mexico

Language of fulltext: Spanish; Castilian, English

Full-text formats available: PDF



Bruno Baronnet (Sociólogo. Profesor investigador en el Instituto de Investigaciones en Educación de la Universidad Veracruzana, México.)
Martha Morales-González (Investigadora del pueblo nahua de Veracruz. Profesora de educación indígena en la Huasteca veracruzana, México.)


Peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 13 weeks


Abstract | Full Text

The effects of racism are part of the recurrent practices that take place in everyday life at the school, as it becomes invisible, by denying the history and the present of discriminated and excluded subjects who are not fully aware of it or who come to consider it acceptable. The public policies of basic education contribute to institutionally legitimize the discriminating manifestations, because they institutionalize structurally the racism of the dominant groups through their practical effects. In basic education, the state policies do not reach to promote practices of curricular justice directed to native peoples, where they are generating a kind of educational inequalities and difficulties. An alternative may be to influence the inter-learning of values linked to identity and territory, from indigenous epistemologies, promoted throughout study programs from the classroom.