Interculturality, possibility of meeting between knowledge, feelings and lives

Abstract

This article guides its study from Intercultural Action Research, which allows transforming educational practices. In turn, intercultural ethnography was also used as a qualitative method to account for the findings that the pedagogical diagnosis yielded, recovering the types of relationships that are generated between teachers and students, prioritizing the importance of the relationships between the teaching self and that student. a different one, the student; therefore, the possible absence of recognition and appreciation of that other as alterity becomes visible. The analysis is developed from functional interculturality, from the critical intercultural perspective proposed by Walsh (2009), and from the integral peace studies of Sandoval (2014). It is concluded that interculturality as a possibility of encounters and exchange of feelings and thoughts, between the teaching-student unit, formed from dialogue, respect and recognition for the other; creates more just and harmonious educational relationships.