Contributions of the latin american intercultural philosophy to the management of migrant cultural diversity in school

The prevailing assimilationist school model is updated in homogenizing teaching discourses against the cultural diversity at the classrooms. So, how do Latin American philosophical thinking and interculturality contribute to the challenge of managing migrant cultural diversity in school? The answers, from a critical intercultural project, return to the contributions of Latin American thinkers, such as Fornet-Betancourt, Dussel, Walsh and Tubino. This reflection recognizes Latin America as a production place of emancipatory thinking, questioning the colonized ways of thinking that support the schooling processes of students from a monocultural perspective of school curriculum managementUtopía y Praxis Latinoamericana publica bajo licencia Creative Commons Atribución-No Comercial-Compartir Igual 4.0 Internacional (CC BY-NC-SA 4.0). Más información en https://creativecommons.org/licenses/by-nc-sa/4.0