Resumen

VELARDE-CAMAQUI, Davis; LOYOLA-VELARDE, Angelo; VELARDE-CARDENAS, Linda Estefanía  y  VELARDE-CAMAQUI, Karina. Epistemic racism and curricular exclusion in rural economic education: Evidence from formal education systems. Sinéctica [online]. 2026, n.66, e1766.  Epub 10-Abr-2026. ISSN 2007-7033.  https://doi.org/10.31391/mjmf2463.

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.

Palabras llave : economic education; rural areas; educational innovation; epistemic exclusion; epistemic racism.

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