<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092025000100310</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.20.24930.055</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Articulación universitaria para la equidad: evaluación de un programa de maestría en educación con enfoque intercultural]]></article-title>
<article-title xml:lang="pt"><![CDATA[Colaboração universitária para a equidade educacional: avaliação de um programa de mestrado intercultural em educação]]></article-title>
<article-title xml:lang="en"><![CDATA[University collaboration for educational equity: evaluation of an intercultural master&#8217;s program in education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortega-Chasi]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tubay-Zambrano]]></surname>
<given-names><![CDATA[Fanny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cobos-Cali]]></surname>
<given-names><![CDATA[Martha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vélez-Verdugo]]></surname>
<given-names><![CDATA[Catalina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mena-Andrade]]></surname>
<given-names><![CDATA[Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Azuay  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Cuenca Facultad de Filosofía y Letras Grupo de Estudios Interculturales]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad del Azuay Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Pontificia Universidad Católica del Ecuador Facultad de Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Andina Simón Bolívar  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>20</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092025000100310&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092025000100310&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092025000100310&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza un programa de maestría en Educación con enfoque intercultural, implementado por cuatro universidades ecuatorianas durante la pandemia, como respuesta a la necesidad de formar docentes en contextos rurales, urbanos y culturalmente diversos. La interculturalidad estuvo presente tanto en el perfil del estudiantado como en el enfoque pedagógico, mediante la incorporación de estrategias inclusivas, el uso de tecnologías digitales y modelos adaptados de gestión educativa. La investigación adoptó una metodología mixta, combinando el análisis cualitativo de testimonios académicos con datos cuantitativos de matrícula y titulación recopilados entre 2021 y 2024. Los resultados evidencian una alta participación y culminación de los estudios por parte del profesorado en formación, así como un fuerte compromiso con la profesionalización docente. Asimismo, se destaca la colaboración interuniversitaria como un factor clave para el diseño de programas pertinentes e inclusivos, orientados a mejorar la calidad y equidad educativas y a responder a las demandas de entornos diversos y sostenibles.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo analisa um programa de Mestrado em Educação com abordagem intercultural, desenvolvido por quatro universidades equatorianas durante a pandemia, em resposta à necessidade de formação de professores em contextos rurais, urbanos e culturalmente diversos. A interculturalidade esteve presente tanto no corpo discente quanto na abordagem pedagógica, por meio da integração de estratégias inclusivas, tecnologias digitais e modelos adaptados de gestão educacional. Foi utilizada uma metodologia mista: depoimentos acadêmicos (qualitativo) e dados de matrícula e titulação (quantitativo) entre 2021 e 2024. Os resultados mostram altas taxas de participação e conclusão entre os professores em formação, bem como um forte compromisso com o desenvolvimento profissional. O estudo também destaca a colaboração interuniversitária na elaboração de programas relevantes e inclusivos que contribuem para a melhoria da qualidade e da equidade educacional, além de reforçar a necessidade de adaptar a educação a ambientes diversos e sustentáveis.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study analyzes a master&#8217;s program in Education with an intercultural approach, developed by four Ecuadorian universities during the pandemic in response to the need for teacher training in rural, urban, and culturally diverse contexts. Interculturality was present both in the student body and in the pedagogical approach, through the integration of inclusive strategies, digital technologies, and adapted educational management models. A mixed methodology was used: academic testimonies (qualitative) and enrollment and graduation data (quantitative) between 2021 and 2024. The results show high participation and completion rates among trainee teachers, as well as strong commitment to professional development. The study also highlights inter-university collaboration in designing relevant and inclusive programs that contribute to improving educational quality and equity, while reinforcing the need to adapt education to diverse and sustainable environments.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación de posgrado en educación]]></kwd>
<kwd lng="es"><![CDATA[Formación docente continua]]></kwd>
<kwd lng="es"><![CDATA[Colaboración interinstitucional en educación superior]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação de pós-graduação em educação]]></kwd>
<kwd lng="pt"><![CDATA[Formação continuada de professores]]></kwd>
<kwd lng="pt"><![CDATA[Colaboração interinstitucional no ensino superior]]></kwd>
<kwd lng="en"><![CDATA[Graduate program evaluation]]></kwd>
<kwd lng="en"><![CDATA[In-service teacher education]]></kwd>
<kwd lng="en"><![CDATA[Inter-institutional collaboration in higher education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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