The discourse of interculturality in the Guidelines of Intercultural Education and the Preschool Education Study Program of the MEP: Moving towards a critical epistemology

Abstract

Objective: To analyze the concept of interculturality and its application in the educational field, specifically from the guidelines of Intercultural Education and the Preschool Education Program of the Ministry of Public Education. The intentions and educational discourses promoted in these documents are explored from a critical perspective, highlighting their gaps and contradictions. Methodological approach: Qualitative with exploratory scope. Method-techniques: Discourse analysis from the perspective of Teun Van Dijk and the bibliographic review. Results: Although educational documents promote an intercultural educational discourse based on respect, inclusion and peaceful exchange, in practice theoretical and methodological gaps persist that limit its effective implementation. In addition, it is observed that the concept of interculturality is presented from a normative vision, without a real recognition of the structural inequalities that permeate intercultural relations. Conclusions: Interculturality should not be based on the validation of the other as different, nor on divisions between “us” and “them”, but on the recognition of cultural diversity in its complexity and antagonism. This implies rethinking education from a critical interculturality, questioning existing asymmetric models and discourses.