Abstract

This article explores from the critical interculturality the main tenets of the narrative accounts by different school actors in Chile (teachers, assistants, directors) regarding the challenges that the multiculturality poses to the teaching practice. This work is based on a qualitative study developed in five schools in three different neighborhoods of the Metropolitan Area (Independencia, Recoleta and Quilicura). The tenets identified are framed under two general discursive types: a first one, driven towards assimilation and universalization; a second one, related to the tolerance and hybridity. It is concluded that both types provides a functional view of the interculturality that must be questioned by taking into consideration the pedagogical practices where they become materialized.