INTERCULTURAL PEDAGOGY AND INCLUSIVE EDUCATION IN CONTEXTS OF DIVERSITY

Abstract

Inclusive education is currently one of the major challenges in contemporary pedagogical reflection, especially in contexts shaped by cultural, social, and linguistic diversity. In this scenario, the intercultural pedagogical approach emerges as a relevant perspective for rethinking school from the recognition of difference, epistemological justice, and the transformation of educational relationships. The objective of this article is to analyze the intercultural pedagogical approach as a foundation for inclusive education, in order to argue its relevance for the transformation of school practices in contexts of diversity. Methodologically, the study follows a qualitative approach, with a documentary, analytical, and interpretive design, supported by a critical review of recent scientific literature on inclusive education, interculturality, transformative pedagogies, equity, and accessibility. The analysis identifies theoretical convergences and empirical findings related to the need to overcome homogeneous school models and move toward more dialogical, reflective, and contextually sensitive practices. Among the main findings, the review shows that inclusive education loses its transformative potential when it is reduced to functional adjustments or compensatory strategies, without questioning the cultural and epistemological hierarchies of the curriculum. Likewise, the review reveals that intercultural pedagogy broadens the understanding of inclusion by incorporating categories such as recognition, otherness, participation, accessibility, and social justice. It is concluded that the intercultural pedagogical approach offers a solid theoretical and practical basis for strengthening inclusive education, as it allows diversity to be understood not as a problem to be managed, but as a constitutive condition of a democratic school. Consequently, its incorporation favors the redefinition of school practices toward fairer, more critical, and more humanizing horizons.