Interculturality as an epistemic principle. Constructionality of being, doing, and transcending the human, socio-diverse-cultural plurality

Abstract

This research addresses interculturality as an epistemic principle, conceived within the constructivism of being, doing, and transcending the human and socio-diverse, highlighting its relevance in socio-educational development. It was developed using a qualitative, interpretive, and socio-critical approach, employing a hermeneutic documentary design. This design is based on a review of philosophical, pedagogical, and scientific sources, complemented by conceptual diagrams created to represent the epistemic core. The results demonstrate that interculturality does not manifest spontaneously; it requires complex understanding based on the legitimacy of the other, the integration of reason and emotion, and educational praxis as a space for transformation. The study concludes that the proposed model offers an interdisciplinary-transdisciplinary approach capable of energizing pluralistic coexistence, overcoming the coloniality of knowledge, and promoting the formation of sensitive, critical individuals committed to cultural and human diversity.