The search for a pedagogy of symmetries in intercultural education

Abstract

Intercultural higher education is a melting pot of multiple experiences to share, perhaps some are not so pleasant, others continue to be a demand for the recognition and emergence of everyone being equal regardless of cultural issues. From a distance, persistence has managed to make significant advances more than anything in education issues, where access to classrooms is considered an achievement. However, there are also still asymmetries that frame differences in terms of translation, interpretation and construction of knowledge, as mentioned by Boaventura de Sousa Santos "the demand for new processes of production and valuation of valid knowledge, scientific and non-scientific, and of new relationships between different types of knowledge” (2018. 1). This claim is based on the absence of the realities of the actors that converge in the classrooms that are integrated under the differences that reproduce asymmetries where the value of the cultural context is very reduced.