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Vol. 11, Num. 2, 2009
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Interculturalism, Democracy and Values
Training in Mexico
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Silvia Schmelkes del Valle
schmel@data.net.mx
Instituto de Investigaciones para el Desarrollo de la Educación
Universidad Iberoamericana, Ciudad de México
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Cárpatos 15,
Col. Los Alpes, 01010
México, D. F., México
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(Received: July 27, 2009;
accepted for publishing: August 14, 2009)
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Abstract in English, full text in Spanish
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Abstract
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This essay analyzes the changes needed in the education system and in the curriculum as a result of Mexico’s 1992 self-definition, at a constitutional level, as a pluricultural country. The central proposal rests on the introduction of an intercultural approach to education, both for the indigenous and for the population as a whole. After reviewing the situation of inequality that withholds education from the indigenous peoples, it suggests that there must be a proposal?from education?to combat both scholastic asymmetry and valorative asymmetry. Among the indigenous population there should be pursued not only the achievement of relevant national educational objectives, but also full bilingualism, as well as an appreciation of their own culture and identity. Among the population as a whole, including the indigenous, the essay proposes three stages: knowledge of diversity, respect for diversity, and appreciation of diversity.
Key words: Intercultural education, indigenous education, moral education.
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