Schooling, teacher training and interculturality. Reflections from the Argentine case

Abstract

The article intends to deal with the relationship between the institutionalization of schooling processes, specifically in Argentina, based on state policies in education, the purposes, and forms adopted by teacher training in accordance with the expansion of the school in the territory of the country and how to approach interculturalism from a historical perspective. Legislative advances and main definitions of educational policy regarding interculturality are presented and an attempt will be made to describe the schooling process by identifying ways of incorporating interculturality into legislation and public policies in education and consequently how teacher training and Pedagogical knowledge accompanied this process.