Thinking about interculturality in education and intercultural critical didactics in contemporary times

Abstract

From the perspective of critical interculturality, this article proposes a reflection on the uses, purposes, and meanings of intercultural education, understood as an educational praxis of inclusion, validation, and recognition of the cognitive plurality inherent to cultural plurality. As a result of bibliographic research, the aim is to reflect on inclusive pluralism among diverse peoples to achieve the complementarity of local knowledge, having transversality and curricular flexibility as epistemological bases for pedagogical intervention. Organized in three parts, the text presents the theoretical foundations of interculturality and the presuppositions of critical interculturality; it sets forth the premises of multiculturalism and proposes an intercultural education in which the right to diversity is re-signified. It concludes that critical intercultural education is essential in school reconfiguring, articulating equality and difference to build knowledge, know-how, and practices committed to dialogue, decoloniality, and curricular and social justice.