The intercultural educational dynamic and educational inclusion

Abstract

Introduction. The research aims to establish the social changes and migratory movements of the last decades modify the social field and need to be associated with intercultural education as new needs and conflicts derived from these changes. Cultural diversity and its diversity is what is noted in the literature review and consideration is given to the fact that foreign immigration causes the rise of reflection and pedagogical concerns. Objective. Emphasize that immigration has made explicit two important elements in the educational dynamic: Culture as a variable and heterogeneity as a norm. This expects to recognize the need for a transcendental change that goes beyond certain superficial measures that affect culture. Materials and methods. A pre-experimental research is established with a sample that was selected intentionally and is composed of 30 students. Different methods, techniques and instruments were applied: documentary analysis, observation and surveys. As results, it is established that culture as a variable and heterogeneity as a norm are committed to success and are open to constant learning. Conclusions There are dilemmas of identity in teachers, product of contradictions in the enculturation process under inter and extra cultural pressures, linked to the enculturation processes.