Abstract

The purpose of this research is to describe the conceptual and methodological bases of Initial Teacher Education (hereinafter ITE) from an intercultural perspective and the relationships established between them. The paper is based on a qualitative methodology, based on a systematic review of the scientific literature. The theoretical approach assumed is the dialectic framed in the postcolonial theory. Through an epistemological dialogue between Western pedagogical rationality and the indigenous educational cosmovision, systematized by the scientific-educational productivity, the properties and characteristics that give meaning to the IDF concept of intercultural perspective are critically discussed. Consequently, links and tensions to which the processes of the IDF of intercultural perspective are subjected are described, useful to understand the perspectives of development of interculturality in pedagogic programs.