Intercultural Foundations Of Gabriela Mistral’s Pedagogy: A Systematic Review

Abstract

Objective. To examine how scholarship on Gabriela Mistral connects cultural recognition, inclusion, and community knowledge with educational thought and practice, and to consider its implications for adolescent education. Data source. Seven research documents provided the review report, eligibility criteria, selection matrix, theoretical framework, references, and analytical results. The documented collection comprised 22 files. Removal of three duplicate or alternative versions, one book, and five thematically ineligible journal articles yielded 13 articles published between 2002 and 2026. Bibliographic verification was conducted on September 28, 2026. Article-level extraction and narrative synthesis drew on the documented individual reviews. Data synthesis. The articles linked cultural recognition and resistance to exclusion with learner autonomy, rural knowledge, oral traditions, and community participation. Historical and interpretive evidence supported conceptual relationships. Indigenous representation and educational reform also revealed tensions involving mediation, paternalism, and assimilation. Conclusion. Mistral’s pedagogy offers historically situated resources for intercultural education. Its potential relevance to adolescent belonging and participation warrants empirical investigation. The documentary scope and available appraisal records delimit the completeness and strength of the synthesis.