The intercultural debate in Mexico

Abstract

This article presents the main statements that run through intercultural education in Mexico, with the purpose of identifying the locus of enunciation that follows this approach at the beginning of the new millennium. In the field, the multiplicity of positions in contrast is highlighted. The most relevant statements define 5 positions: a) The cultural dialogue phase, b) the emergence of proposals from below, c) intercultural management, d) conflictual interculturality and e) the de facto. These positions contain postulates that constitute the central themes of intercultural education in Mexico.