El Reto de la Educación Inclusiva Intercultural en Chile

Abstract

Inclusive intercultural education challenges us every day and even more, with the accelerated migratory flow that is experienced worldwide as well as in Chile. One of the concerns of the educational community is how to face the requirements of an intercultural inclusive education, in order to comply with what is established in the public policy in coexistence with the curricular rigidity that exists at the country level. The lack of coherence between what is declared in the regulatory measures and the praxis, give way to a great challenge.

The purpose of this work was to know the current status in Chile, regarding the implementation of intercultural inclusive education, at the curricular level, in the school system. A descriptive methodology was applied, based on a documentary analysis, i.e., review of sources available on the network, of the last five years.

It is possible to conclude that there is a discrepancy between what is indicated in public policy in relation to intercultural inclusive education and what happens in the school classroom. At the same time, curricular rigidity leads to a monocultural, assimilist and hegemonic teaching and learning process, which goes against inclusion and is associated with exclusion. Likewise, teacher training becomes important, since if they do not have the competencies to carry out the implementation in the classroom in an inclusive and intercultural manner, it will be complex to carry out public policy and in turn, comply with SDG 4 by 2030.