Intercultural education from bioethical principles: Critical pedagogy for Colombian contexts

Abstract

This essay organizes the evidence regarding the limitations of uniform curricular methods in diverse contexts and the emotional overload faced by teachers, in which standardized strategies ignore the diversity of socioemotional, linguistic, and ethnic competencies. It draws on the bioethical principles of Beauchamp and Childress, such as beneficence, justice, and autonomy; on the critical pedagogy of Paulo Freire; and on contextualized emotional intelligence models that suggest incorporating intercultural dialogue, emotion management, and ethical analysis. Gadamer's hermeneutics was used to structure theoretical-pedagogical contributions through the comparative study of situations in different cultural contexts. The findings show that good intentions are not enough to turn classrooms into spaces where every child and young person feels recognized in their cultural identity. To achieve this, teachers need training in bioethics and intercultural competencies, not as an administrative requirement, but as a genuine pedagogical conviction. It is concluded that rethinking curricula requires sitting down with communities to build proposals that emerge from the territory, that challenge the structures that have historically marginalized, and that place human dignity above any foreign model. In Colombia, cultural diversity is vast, yet educational gaps remain just as wide; these findings reflect the particular urgency of these changes and open the door to similar conversations in other countries around the world.