The Student Teacher and Intercultural Education in School Contexts: Challenges and Opportunities of the New Mexican School

Abstract

This research argues that addressing intercultural education in teacher training is fundamental to preparing teachers capable of building more just, inclusive, and relevant schools. It stems from the recognition of Mexico as a multicultural nation, where diverse identities, knowledge systems, and ways of understanding the world coexist. In this context, schools have the responsibility to strengthen equitable and respectful pedagogical practices that acknowledge cultural diversity.

The study aims to understand the meanings, perceptions, experiences, and values ​​constructed by student teachers regarding intercultural education during their training and in the school contexts where they complete their teaching practicums. The topic delves into a dialogue of contemporary and contextualized sociocultural issues, recognizing limitations in practical training and the institutional challenges in incorporating this approach. The research is qualitative and phenomenological, allowing for the interpretation of participants' experiences and perceptions in various current school contexts.