LAUSR

This article analyzes the concept of the dialogue of knowledge in intercultural education. The analysis centers on three points: the theoretical difficulties in reconciling inclusion and dialogue; the debate surrounding the pertinence of the methods and instruments of Western epistemologies for systematizing indigenous forms of knowledge; and the critique of the proposed incorporation of indigenous knowledge into the curricular design of indigenous education and education for migrants. I argue that the Mexican education system, which remains immersed in an inclusivist and homogenizing ideology, has yet to evolve from a cultural, pedagogical, and epistemological monologue toward a dialogue of knowledge. The article concludes that the main challenge consists in achieving the ideal of an intercultural education for all , specifically regarding the indigenous education system, through promoting epistemological debates surrounding indigenous forms of knowledge. Such a process is necessary to avoid erroneous systematization processes and achieve the incorporation of indigenous knowledge within school curricula.