Abstract

The plurality of student origins shared in today's classrooms in northern Chile, comprising migrants, indigenous and national, is a profound challenge for the education system in the XXI century. To overcome this challenge, plans and curricula need to integrate and articulate objectives, contents and intercultural methodologies with peers of the Western canon, and thus promote that part of learning arising' from the cultures of origin and identity of the students. This paper presents an active theoretical proposal for intercultural citizenship that proposes, through the reconstruction and systematization of the historical memory of the communities, to develop skills and capacities that will enable students and schools to become aware and educated under the principles of multiculturalism.