DIALOGUE BETWEEN CULTURE, TECHNOLOGY AND INTERCULTURAL EDUCATION: A CO-CONSTRUCTION FROM CRITICAL HERMENEUTICS
This theoretical-reflective article, derived from the doctoral dissertation Intercultural Education Based on Curriculum Management for Strengthening the Quality of Higher Education, is grounded in a critical-hermeneutic documentary review. The study adopts a qualitative perspective supported by micro-ethnographies and an introspective-experiential approach, assuming the co-construction of the corpus through information analysis, textualization, theoretical triangulation, and analytical systematization. It examines the relationship between culture, intercultural education, curriculum management, and technology, understanding the latter not as a neutral resource but as a sociocultural mediation capable of expanding or restricting recognition, participation, and curricular justice. The findings suggest that intercultural education goes beyond discourses of inclusion and coexistence to become a transformative practice in the face of historically rooted cultural exclusion. They also show that the critical, ethical, accessible, and pedagogically relevant integration of digital technologies can foster dialogue among knowledge systems, the visibility of identities, collaborative knowledge production, and the democratization of learning. However, technology may also deepen inequalities when gaps in connectivity, accessibility, digital competencies, and cultural representation persist. The article concludes that recognizing diversity, developing inclusive curricular practices, and critically managing technology contribute to strengthening educational quality.