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Intercultural education is the practice of teaching interculturality and the development of skills, seeks to forge the integral formation of students, developing in them abilities, capacities and skills, as well as attitudes and values that promote educational equity and equality, which, in turn, would contribute to the construction of a more self-reflective and reasonable society.

Interculturality in the classroom

Interculturality is related to cultural diversity, which, in turn, is related to the relationship and integration of cultures and the need for community participation as an agent responsible for the “intercultural education” of the learner.

Intercultural education also has to develop in students the necessary knowledge and skills that allow them to conceptualize their own culture and their relationships with others, as well as to assume commitments and awareness of the presence of other cultures and assertive and bidirectional communication with them, within the framework of respect for their identity. Likewise, intercultural education should also contribute to the construction of one's own identity and appreciate that of others, which will undoubtedly result in developing a sense of belonging to a particular group.

On the other hand, intercultural education goes hand in hand with education for conflict resolution and peace education, in which it is necessary to promote and practice values through an environment of respect and trust, in which learners understand and respect diversity in their real context, the need for peace education goes beyond simply theory, it requires implementation and adaptation to the needs of learners, and therefore to the context.

Pedagogical Practice

Pedagogical practice in the educational context can be guided by the guidelines proposed by UNESCO for intercultural education (UNESCO, 2014: 35-39) which are articulated in three principles:

Principle I

Intercultural education respects the cultural identity of the learner by providing quality education that is culturally appropriate and adapted to the learner's culture.

Principle II

Intercultural education teaches each learner the knowledge, attitudes and cultural competencies necessary to enable him/her to participate fully and actively in society.

Principle III

Intercultural education teaches all learners the knowledge, attitudes and cultural competencies that enable them to contribute to respect, understanding and solidarity among individuals, between ethnic, social, cultural and religious groups and between nations.

Objectives of intercultural education

"The objectives of intercultural education must be designed and formulated in such a way that they can fulfill the triple function: educate to transform, allow the control of the different moments of the educational and guiding process, towards the construction of a dignified life for all". p. 71. Therefore, intercultural education must respond to the development of elements of personal formation and social character as fundamental axes in the interaction of different cultures. Personal identity, values education, dialogue, role-playing, analysis of moral dilemmas, motivation and self-esteem are some of the relevant aspects of intercultural education.

On the other hand, in terms of the objectives aimed at the learners, intercultural education focuses on the development of:

The ability to reflectively the visions of one's own and others.

The ability to handle differences without problems and to see it as an individual and social enrichment.

The ability to act according to the situation and the other.

The ability to develop strategies, solve problems, acquire perception skills, conflicts, and be able to resolve them discursively, recognizing their origins in ethnic, linguistic, cultural, generic, religious and social heterogeneity.

And to achieve:

A basic identity and recognition towards the other.

Sensitivity towards the injustices suffered by members of society for being different.

Solidarity with one's own and with the stranger.

The disposition towards civil courage.

The disposition towards the construction of a world open to difference.

Now, the objectives of intercultural education are framed in the role played by both the school and the teacher.

Role of the school

The school has a fundamental role in the formation of people capable of developing a series of characteristics, abilities and skills that society considers necessary for their healthy development and integration into society. In this sense, the school must take into account the peculiarities of the society in which it is immersed when designing its own educational proposal. Continuing along this line, it seems evident that one of these peculiarities that schools in our country should consider in their planning will be the multicultural and pluralistic nature of our environment from a tolerant, dialogic and cooperative approach.

Teaching role

For teachers within their role as "mediators" in intercultural education, it is essential to contextualize the place where the work takes place, where it is known, understand, analyze and reflect on the different cultures and identities of the educational community (parents, family, children). Then, through this process, they will be able to evaluate the needs of the educational community and propose solutions to this, promoting an education based on values that must be lived and practiced in addition to being taught or transmitted.

Intercultural programs in learning classrooms

Within this, we can name the multicultural bilingual programs developed in Latin America, which promote the importance of teaching and learning indigenous mother tongues, where the objectives and contents should emphasize the development of intercultural attitudes, since the contents are conceived as instruments in the development of interculturality, which respond to the needs and take into account the knowledge of the learners. The need for activities to promote "equitable interaction" is one of the essential characteristics to which the planning, development and execution of intercultural education projects must respond.

Intercultural education applied in the classroom favors learning to achieve unity as a society, respecting diversity in all aspects, so intercultural education is a space of great benefit to develop these links in relation to the diverse knowledge that we must have according to society and the people around us, highlighting in them that we are all different and learn to respect it.

Then, in intercultural education, various pedagogical reasoning can be addressed in the classroom learning that can help in building ties between cultures, which, in turn, will allow students to develop the skills to understand their own culture and that of others, as well as to question those personal and social practices that can lead to exclusion and estrangement, instead of favoring cooperative practices and human development.

References

Orduz,F.S., Acevedo Arango,O. F. Ramírez Ibarra, M. F. (2018). Interculturality in the classroom: towards a pedagogy of peace. In Carrillo-Sierra, S. M., Sanabria-Herrera, B. Bermúdez-Pirela, V. and Espinosa-Castro, J. F.(Ed.), Actors in education: a look from educational psychology. (pp. 62-82). Barranquilla, Colombia: Ediciones Universidad Simón Bolívar.

Dictionary of Asylum. Interculturality. Retrieved from: https://diccionario.cear-euskadi.org/interculturalidad/

Carrillo, S. M., Sanabria, B., Rivera, D., Forgiony, J., Hernández, Y. K.,Bonilla, N. J., Mazuera, R., Torrado, J. L, Hoyos, Y. E., Roa, L. N., Orduz, F. S., Villamizar, M. J., Ramirez, M. F., Angarita, M. F., Ruiz, J. I., Acevedo, O. F., Trigos, Y. T., Castro, L.J., Ferrer, M. I., &......... García, S.J. (2018).Interculturalidad en las Aulas: Hacia una Pedagogía de Paz. Carrilo, S. M., Sanabria, B. Y., Bermudez, V. J., Espinoza, J. F. Actores en la educación: una mirada desde la psicología educativa. 63-82. Fondo Editorial Ediciones Universidad Simón Bolívar.

Ortiz, D. (2015). The Intercultural Education: The Change of Unity in Diversity. Sophia, Philosophy of Education Collection. No. 18. 91-110. https://www.redalyc.org/pdf/4418/441846095006.pdf

Ruiz, A. (2009, septiembre). La Interculturalidad en Nuestras Aulas. Innovación y Experiencias Educativas. 22. 1-9. https://archivos.csif.es/archivos/andalucia/ensenanza/revistas/csicsif/revista/pdf/Numero_22/ALICIA_RUIZ_MATEO02.pdf

Rehaag, I. (2010, Marzo). La Perspectiva Intercultural en la Educación.Cotidiano. 170. 75-83. https://www.redalyc.org/pdf/325/32512766009.pdf

Images:

Gobierno Cdmx. (2017). Presentación del Proyecto del Centro de Interculturalidad de la CDMX.[Photograph]. Flickr. https://flickr.com/photos/140660272@N07/34639752436

Ministerio Bienes Nacionales. (2015) Subsecretario Jorge Maldonado junto a la comunidad educativa del Jardín Infantil San Miguel de Azapa.[Photograph].Flickr. https://flickr.com/photos/120977705@N05/17542763178