Educational inequality and racism in the classroom: the role of teacher training in building inclusive education

Abstract

This study aims to analyze the relationship between racism, social inequalities, and teacher training in the educational context, with special emphasis on Latin American and Ecuadorian settings. It was developed under a qualitative documentary approach through a systematic review of scientific literature related to inclusive education, interculturality, and educational inequality. The research identified that discriminatory practices, both explicit and implicit, continue to persist within educational systems, affecting academic performance, school coexistence, and learning opportunities of students belonging to historically marginalized groups. Likewise, it was evidenced that factors such as race, gender, and socioeconomic status interact in an intersectional way, generating deeper levels of educational exclusion. The results show that, although there have been advances in inclusion policies, significant limitations remain in their effective implementation, mainly due to insufficient teacher training in diversity, equity, and social justice. In this regard, the teacher’s role is considered essential, as it can contribute either to the reproduction or to the transformation of inequalities within the classroom. It is concluded that it is necessary to strengthen both initial and continuous teacher education with critical and intercultural approaches that promote inclusive pedagogical practices and respect for diversity. Likewise, the importance of consolidating an education system oriented toward equity and the reduction of social gaps at all educational levels is emphasized.