Abstract
Achieving social inclusion is one of the significant purposes of education; however, although there are advances in regulations, the persistence of structural inequality in Latin America, and the predominance of colonial approaches in the construction of knowledge, both hinder the achievement of authentic inclusion. In this sense, this research, carried out in a Global South university (Ecuador), analyzes the academic thinking on the issue of inclusion and curricular change as a means of including students in a decolonizing epistemic perspective. From a qualitative perspective, the interpretation and analysis of academic narratives, embedded within the conceptual and contextual framework that determines their experiences, show that academics do not appreciate an adequate gender perspective, an inclusive vision, or decolonized knowledge in current university curricula. Most participants see the need to move toward a curricular vision from the Global South that provides more proximate, contextual, and diverse knowledge—in short, one that is socially inclusive.