Latin american intercultural ethics: assumptions for a school education

Abstract

In recent decades, discussions on interculturality have taken place on the Latin American intellectual scene, relating the most diverse themes from different interlocutors and thinkers. Many of them have brought the Latin American reality to light by denouncing colonial parasitism (Manoel Bonfim), announcing that Nuestra America can free itself from Iberian domination (José Marti) when universal principles such as justice, recognition of the other and communication are the spokespersons for change (Raul Fornet-Betancourt; Ricardo Salas). Education plays a key role in this process (Catherine Walsh; Fidel Tubino). Therefore, this paper - the result of classes, readings and research and dedication to the course offered by PUC Minas, in the discipline: Education, Interculturality and Spirituality, aims to identify the main assumptions to think and develop a school education, of Latin American Intercultural vein. From a qualitative methodology and bibliographic research developed based on published material such as books, periodical articles and interviews. In view of this, it is urgent to reflect on education and Latin American interculturality. How can this dialog and assumptions contribute to school education? In these times, when new paradigms for school education are being discussed, it is believed that critical interculturality contributes to unveiling hegemonic projects.