Palabras clave
Up to now the debate on the intercultural school in the context of indigenous peoples in Mexico has been abundant in meanings and practices. The diverse shapes that support this kind of differential schools share an explicit rejection to the monocultural-universalist thesis of school. Beyond this shared position
from an intense debate emerges the important diversity to “imagine†intercultural school
this as a result of diversified interests and wishes of the actors participating in the creation and re-creation of these imaginaries. This paper seeks to directly face this problem analyzing the different “wordings†generated by the debate on the relation of the indigenous peoples and the state in the field of school education and the diverse interpretations carried out on the cultural diversity these promote. educación intercultural
pluralismo cultural
educación para indÃgenas
diversidad cultural
México
from an intense debate emerges the important diversity to “imagine†intercultural school
this as a result of diversified interests and wishes of the actors participating in the creation and re-creation of these imaginaries. This paper seeks to directly face this problem analyzing the different “wordings†generated by the debate on the relation of the indigenous peoples and the state in the field of school education and the diverse interpretations carried out on the cultural diversity these promote. educación intercultural
pluralismo cultural
educación para indÃgenas
diversidad cultural
México
Cómo citar
Naranjo, Y. J. (2014). Los “enunciados” de la escuela intercultural en el ámbito de los pueblos indígenas de México. Desacatos. Revista De Ciencias Sociales, (35), 149–162. https://doi.org/10.29340/35.327