Abstract

Introduction: Latin American rural territories present a great cultural diversity which poses a challenge for teachers on how to address this multiculturalism from educational practices. Geographic education has much to contribute to this regard. The objective of this research was to explore teachers' representations of intercultural geographic education in rural schools in southern Chile. Methodology: The design was qualitative, with an exploratory scope of multiple cases. In-depth interviews were conducted with rural schoolteachers and data processing was carried out with the ATLAS.ti 24 program. Results: Teachers attach importance to the teaching of geography in order to address the cultural diversity of rural areas. Despite understanding the concept of interculturality and working in a school with an intercultural approach, the realization of this purpose is still pending. Discussion: The above presents a challenge for current and future geography teachers in terms of developing intercultural competence and incorporating it into their teaching practices. Conclusions: The existence of a monocultural curriculum, the absence of an intercultural didactic approach and the lack of relevant initial and continuous training represent serious obstacles to the development of intercultural geographic education. © 2025, HISIN (History of Information Systems). All rights reserved.