Interculturalidad

Procesos y tensiones en la educación

Abstract

indigenous movements of the past 30 years have been real social changes in Latin American countries with indigenous people, by which their rights have been recognized and recovered by the OIT, ONU, among others countries, the countries in question, incorporating the official recognition of its cultural diversity and rights this implies in their Political Constitution. One of these transformations is that occurs in the field of education, where it highlights the right to be educated in their language and their culture, which implies the revaluation and equivalence of the same in relation to the cultures, called “universal”, thus incorporating their customs, traditions, beliefs and social practices, under the heading of intercultural education, which adds the feature to be given in the language of the indigenous people, with the Spanish, i.e. bilingual teaching: bilingual intercultural education. It does not go without tensions and contradictions, advances and setbacks as the EIB is certainly educational project but also a political project. Teacher training to the classroom is necessary, but at the same time is complicated and contradictory frequently. Hence the importance of listening to the voice of teachers to try to understand what multiculturalism means to them in education.