INTERCULTURALITY, DIVERSITY AND DIFFERENCE

educational policies in Brazil and Colombia

Abstract

We intend, through this article, focusing on some of the discursive practices that constitute the repertoire of public policies around diversity in Brazil and Colombia and their repercussions in the educational field. As a first approximation, and in the context of multicultural guidelines, we explore the discursive representations of how it operates as the recognition of cultural and ethnic diversity in the countries concerned. We are interested in questioning the problems and dangers that the possibility of affirmation, by imposing a concept of diversity and manager of stigmatized identity conflicts, and can process as a whole, mean. We also seek to establish the images of cultural diversity and expressed as in /visible stereotypes that tend to represent some characteristics of cultural groups, and particularly those related to positive character, attributed to itself, the white-mestizo elite in contrast to the negative that is assigned to the subordinate groups. Also highlight how dominant representations of the regime tends to essentialize and naturalize cultural identities. In this scope and in the context that interculturality in Latin America is done as a category under construction, completed towards the affirmation of public policies in education in Brazil, Colombia as a reflection of discursive practices that pass by the difference between praise and neutralizing intercultural aspects.