Interculturality in Education: Theoretical and Practical Perspectives

Abstract

This article explores the role of intercultural education in Honduras as a pivotal mechanism for enhancing the national education system through the acknowledgment of cultural, identity-related, and territorial plurality. Employing a conceptual and methodological framework structured around the themes of identity, communal coexistence, and territoriality, the research identifies a set of intercultural competencies classified into cognitive, procedural, and attitudinal domains. These competencies were examined and validated through focus group discussions with educators. The analysis differentiates between multiculturalism, pluriculturalism, and interculturality, the latter being framed as a dynamic and transformative interaction among culturally distinct groups. The article also
contrasts two educational paradigms: a conventional, assimilationist model and a critical intercultural model that fosters inclusivity and interrogates systemic inequalities.