Description

The hypothesis of this paper is that the processes of generation of subjectivities and national identity carried out by the state through the school and its educational policies have not abandoned the Eurocentric model of the colonizing subject. As a result, they have contributed to the continuity and naturalization of the rationality that feeds the conflict, instead of resisting and overcoming it. In this sense, it is proposed to approach this issue from an intercultural perspective, in dialogue with the Levinasian perspective of otherness. Thus, it examines some tools that critical intercultural thinking can offer to Colombian educational policies in order to promote processes of subjectivation in the school that allow the configuration of an ‘intercultural ethos’.