Educación intercultural y práctica educativa, sus diferencias culturales y sociales

Abstract

This article is carried out through a reflective analysis of intercultural education and educational practice, its cultural and social differences, reasoning about education as an inclusive act and pedagogical practice as a method implemented in conscious reflective acts from the mediation of inclusive learning. Theoretically it is based on the reasoning of: Villegas and others (2024), UNESCO (2025-2030), Besalú (2002), Brunner, (1995), Walsh (2007), Carbonell (2002), Arroyo (2013), Gimeno (1999), López (2007), Escarbajal (2015), Sales and Moliner, (2010), Farías and Montoya (2009), UNESCO, (1999), Esteve, (2003), Aguado, (2003-2004), Leiva Olivencia (2015), Calderero (2014), Bartolomé (2002), Booth and Dyson (2006), García and Goenechea (2009), and Calvo (2003). Methodologically, it is framed in a documentary study with an analytical bibliographic design. It closes with reflections on the need to reconceptualize culture in each educational context, relearn the teacher's pedagogy for intercultural education, perceiving it from practice as an act of social inclusion and emotional and affective expression. Revealing in the educational scenario a conscious practice in relationships of intercultural communication and family integration, where human sensitivity is promoted to adapt inequalities in reflective and dynamic scenes by promoting talents from the responsibility and commitment of all with social justice.