Education, diversity and inclusion: intercultural education perspective

Education is a human process and a social fact, the debate lies in the ideas that conceive education as transmission, oriented reproduction of reality from a vision, fragmented and static; transformation, this perspective acknowledges the transmission, defines it as a necessary practice for social change. Thesenotions defines education as a communicative process, involving social relations among people in different contexts, under situations of exchange and mutual modifications, where conflict arises. Education as state task is under a particular vision of reality with certain objectives, that do not always provide answers to the needs and expectations of individuals and social groups in multicultural contexts, in this dimension of education and the school becomes the locus of the dispute. Social policies for inclusion conceived to school as one of the spaces to manage the differences associated with cultural diversity, the school makes visible the cultural diversity and then disable it, by incorporating them in the discourse of cultural protocols. Cultural policies recognize exclusion, rights and against racism, discrimination and social, through affirmative action to combat poverty. The challenge is to create devices and appropriate strategies and attention to diversity, to manage new forms of life with a future horizontowards intercultural relations in an inclusive society.