Editorial

La declaración universal de los derechos humanos marca el curso del siglo XX. Entre ellos está el derecho a la educación. Para garantizarlo, y para que esta sea de calidad, se requiere de políticas públicas que la favorezcan desde una perspectiva inclusiva e intercultural, sin discriminaciones ni prejuicios. En el contexto contemporáneo los conceptos de diversidad y diferencia se amplían en relación con las desigualdades sociales y con la vulnerabilidad. El paradigma de normalidad/anormalidad es cuestionado e incluso rechazado por la comunidad científica y por los centros educativos. Ya en el siglo XXI el paradigma de la inclusión se fortalece y provoca un repensar de la educación en un mundo globalizado y plural, desde la complejidad humana y las posibilidades de aprendizaje que la diversidad ofrece. Son múltiples las experiencias que evidencian la consolidación de este modelo educativo en distintos contextos socioeducativos, con propuestas innovadoras y desafiantes, que, a su vez, nos plantean dilemas y un enriquecedor debate sobre ese proceso de transformación educativa hacia la inclusión y la interculturalidad.The universal declaration of human rights marks the course of the 20th century. Among them is the right to education. To guarantee it, and for it to be of quality, public policies that favor it from an inclusive and intercultural perspective are required, without discrimination or prejudice. In the contemporary context, the concepts of diversity and difference are broadened in relation to social inequalities and vulnerability. The paradigm of normality/abnormality is questioned and even rejected by the scientific community and by educational centers. Already in the 21st century, the paradigm of inclusion is strengthened and causes a rethinking of education in a globalized and plural world, all from human complexity and the learning possibilities that diversity offers. There are multiple experiences that show the consolidation of this educational model in different socio-educational contexts, with innovative and challenging proposals, which, in turn, pose dilemmas and an enriching debate about this process of educational transformation towards inclusion and interculturality. The present issue of the Journal «Alteridad» aims to deepen the construction of this new look towards diversity; analyze advances related to cultures, public policies and innovative practices for inclusion in education systems; make citizen participation visible for social empowerment and share stories of experiences from different perceptions and theoretical-methodological approaches concerning inclusive education in the international sphere. For this reason, regional and national studies and research projects are of great interest, as well as comparative analyzes between institutions or countries that highlight the dilemmas and challenges of inclusive education in an intercultural context