<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-109X</journal-id>
<journal-title><![CDATA[Sinéctica]]></journal-title>
<abbrev-journal-title><![CDATA[Sinéctica]]></abbrev-journal-title>
<issn>1665-109X</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico y de Estudios Superiores de Occidente, Departamento de Educación y Valores]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-109X2026000100301</article-id>
<article-id pub-id-type="doi">10.31391/mjmf2463</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Racismo epistémico y exclusión curricular en la educación económica rural: evidencias desde sistemas educativos formales]]></article-title>
<article-title xml:lang="en"><![CDATA[Epistemic racism and curricular exclusion in rural economic education: Evidence from formal education systems]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Velarde-Camaqui]]></surname>
<given-names><![CDATA[Davis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Loyola-Velarde]]></surname>
<given-names><![CDATA[Angelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Velarde-Cárdenas]]></surname>
<given-names><![CDATA[Linda Estefanía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Velarde-Camaqui]]></surname>
<given-names><![CDATA[Karina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tecnológico de Monterrey  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Tilting Futures  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica del Perú  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad César Vallejo Escuela de Posgrado ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<numero>66</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-109X2026000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-109X2026000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-109X2026000100301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La educación económica ha cobrado relevancia como competencia escolar, especialmente en contextos urbanos y de nivel secundario. No obstante, los entornos rurales siguen siendo invisibilizados en los debates sobre alfabetización económica y justicia educativa. Esta investigación analiza de manera crítica los enfoques, condiciones y experiencias relacionadas con la enseñanza de la economía en contextos educativos rurales, con el objetivo de identificar brechas, hegemonías curriculares y alternativas pedagógicas. Se realizó una revisión sistemática de literatura científica publicada entre 2016 y 2025 en las bases de datos Scopus, Web of Science y SciELO. Tras aplicar criterios rigurosos de inclusión y análisis, se seleccionaron seis estudios empíricos. Los hallazgos evidencian una profunda desigualdad en la producción académica, con predominio de modelos tecnocráticos, escasa contextualización y limitada incorporación de saberes locales y enfoques críticos. También se identifican restricciones institucionales que obstaculizan la innovación pedagógica, aunque emergen experiencias que resisten los modelos tradicionales mediante metodologías participativas y situadas. Se concluye que: a) la enseñanza de la economía en zonas rurales está atravesada por exclusiones estructurales y epistémicas; b) los modelos pedagógicos vigentes refuerzan desigualdades; c) las condiciones institucionales son clave para el cambio; y d) existen prácticas contrahegemónicas con potencial transformador.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Economic education has gained relevance as a school competency, particularly in urban and secondary-level contexts. However, rural settings remain largely invisible in discussions on economic literacy and educational justice. This study critically analyzes the approaches, conditions, and experiences related to the teaching of economics in rural educational contexts, aiming to identify gaps, curricular hegemonies, and pedagogical alternatives. A systematic review of scientific literature published between 2016 and 2025 was conducted using the Scopus, Web of Science, and SciELO databases. After applying rigorous inclusion and analysis criteria, six empirical studies were selected. Findings reveal a significant disparity in academic production, with a predominance of technocratic models, limited contextualization, and minimal integration of local knowledge or critical perspectives. Institutional constraints that hinder pedagogical innovation are also identified, although some experiences resist traditional models through participatory and situated methodologies. The study concludes that: a) economics education in rural areas is shaped by structural and epistemic exclusions; b) prevailing pedagogical models reinforce inequalities rather than address them; c) institutional conditions are crucial for transformation; and d) emerging counter-hegemonic practices offer potential for more just and context-sensitive educational proposals.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación económica]]></kwd>
<kwd lng="es"><![CDATA[zonas rurales]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="es"><![CDATA[exclusión epistémica]]></kwd>
<kwd lng="es"><![CDATA[racismo epistémico]]></kwd>
<kwd lng="en"><![CDATA[economic education]]></kwd>
<kwd lng="en"><![CDATA[rural areas]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
<kwd lng="en"><![CDATA[epistemic exclusion]]></kwd>
<kwd lng="en"><![CDATA[epistemic racism]]></kwd>
</kwd-group>
</article-meta>
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