Interculturality seeks to understand and respect diverse cultures, obtaining a relationship with each other, from the multiple differences with those who consider themselves a minority.
It is necessary to mention that being different does not imply that one cannot grow from the difference, considering it as an individual self-determination. One of the most evident asymmetries in the intercultural plane is the socioeconomic situation, the cultural minorities live in poverty, being considered as the absence of options for a good quality of life and among these absences, I will focus on the educational plane.
In our country, cultural minorities tend to have high illiteracy rates. Schools that address this problem show a high failure and dropout rate with low levels of learning.
This is not to say that indigenous schools in poor areas at some point have not achieved pleasant learning outcomes (Schmelkes, 1997). What usually happens is that the educational system, the school and the teacher reproduce external inequalities, what is proposed is to combat this school asymmetry.
So one of the factors to help combat this is for the teacher to value what he is doing in the classroom and to develop the priority competencies of his continuing training and to face his duties and ethical dilemmas of the profession, and that he I myself did not despise their culture.
In my point of view, it is important that teachers have a vocation to serve, to move their group forward, rescuing the strengthening of the mother tongue and introducing Spanish to their students, developing basic knowledge skills such as History, Geography and Civics, developing a participatory work with pedagogical methodologies according to the needs and interests of the students. (Díaz-Couder, 2000).
I must bear in mind that intercultural education implies combating racial discrimination, considering the school as an environment of coexistence of homogeneity, of respect where the indigenous student does not suffer ridicule from their peers, that in educational institutions there is integration in their whole.
The teacher must develop one of the ten competences called: The fight against prejudice and sexual, ethnic and social discrimination. Below are some teacher requirements for intercultural teaching to achieve its objective:
1. That the teacher understands what culture is, rescue the knowledge, experiences and values in the students.
2. That the teacher is able to create respectful coexistence situations inside and outside the classroom with their students.
3. That the teacher is trained to work in a team and community, where ideas and decisions in favor of intercultural well-being are respected.
4. That the teacher has a training in Pedagogy for the development of moral judgment.
It is necessary to know that intercultural education must be defined in tolerance and respect for various differences, and that the values, the personal commitment of the teacher are decisive within the framework of professional ethics (Valentín, 1997).
Choosing to be a teacher is not just choosing a “modus vivendi”, it is knowing how to choose one's destiny as a person and the proper development of society.
