CURRICULUM AND CULTURAL AND SOCIAL DIVERSITY: CURRICULAR PRACTICES FOR INCLUSIVE, INTERCULTURAL, AND PLURAL EDUCATION

Abstract

Curriculum constitutes a space for the production of knowledge, identities, values, and social relations, and may either reproduce homogenizing processes or foster recognition of the cultural and social diversity present in educational institutions. The study analyzes how curricular conceptions and practices can contribute to the construction of inclusive, intercultural, and plural education. This is an integrative literature review of a basic nature, with a qualitative, exploratory, and descriptive approach, conducted through searches carried out between January and August 2026 in academic databases and repositories. The corpus consisted of 12 scientific articles published between 2016 and 2026, selected according to thematic relevance criteria and subjected to thematic content analysis. The results revealed five interdependent axes: curriculum, diversity, and power; multiculturalism and interculturality; inclusion, identity, and representation; contextualized curricular practices and community participation; and teacher education and antiracist education. It is concluded that valuing diversity requires overcoming occasional approaches, expanding the representation of different forms of knowledge and identities, and articulating teacher education, curricular contextualization, and collective participation, thus contributing to the construction of more democratic, inclusive, and equitable curricula.