Desafíos conceptuales del currículum intercultural con perspectiva comunitaria

this article analyzes, in first place, the internal fragmentation of the mexican context of "imagining" intercultural schools in the hands of a diversified set of actors with highly pluralized interests and expectations. the framework of this analysis is the debate on the relation between formal education for indigenous peoples and the role of the state. in second place, the article reflects on the contributions a debate on the concepts of culture and identity can make to analysis and curriculum with an intercultural focus. a reference for these reflections is intercultural school experiences that emphasize articulations between the cultural practices of the community context and school practices.