Understandings of interculturality and its pedagogical implications

Abstract

The present reflection aims to identify the main trends on the relationship between interculturality and pedagogy, based on the review of research articles published on various platforms. As a result of the categorical reading of these documents, three central criteria emerge that mark the trends on how to understand interculturality and its relationship with pedagogy: the origin of the category of interculturality; the recognition or not of coloniality; and the meaning assigned to the concept of culture. This inquiry confirms that interculturality is a polysemous concept, which has been understood and is understood from two extremes, on the one hand, from the rationality of modernity without questioning the conflicts and tensions that diversity implies, and, from other angles of view, as a form of resistance to the structures and practices of domination that exclude and subalternize subjects and nature. These different ways of understanding imply, in turn, significant differences in the way of seeing and acting from the pedagogical point of view.