Peru is recognized as a pluricultural and multilingual country, with more than 50 original ethnic groups (Andean-Amazonian), to which we would add Afro-Peruvians and international migrants. However, the country vision has been homogenous, around the European target and the Spanish cultural heritage, hiding cultural diversity. The relations between cultures have been asymmetric, expressed in discrimination, marginalization, exclusion, on the basis dominant-dominated opposition; majority-minority. Teachers have been trained in this vision of the country and have been oriented to transmit information from the Western world and European knowledge, without assessing ancestral knowledge of cultural groups existing in the country. Currently, we seek to change that paradigm and has incorporated the proposal of the intercultural approach for relations between cultures and also for education. The classrooms are now multicultural. The new national educational policy marks an unavoidable challenge: to create a new curricular model to train intercultural teachers, reinforcing in them didactics and competences, capable of valuing and recovering knowledge of cultural diversity, to fulfill the role of educating in interculturality and forming citizens intercultural in a double dimension: to respond to the country and to act in the context of globalization.
La interculturalidad en la sociedad peruana y la formación del docente intercultural