Latin America has been a territory of resistance and struggle against various forms of coloniality: of power, of human conditions and possibilities (of being), of knowledge, of nature, and of the mind. This space carries a rich theoretical and practical heritage that seeks to think and act from the perspective of liberation, through dialogue and education.

Thinkers such as José Martí, Manuel Bomfim, Darcy Ribeiro, Enrique Dussel, Paulo Freire, Aníbal Quijano, Walter Mignolo, Raúl Fornet-Betancourt, Ricardo Salas Astrain, Fidel Tubino, Josef Estermann, Catherine Walsh, among others, have offered transformative reflections and proposals for building a just, solidaristic society free from the different forms of coloniality.

Among the concepts that have influenced libertarian and decolonial thought, interculturality stands out, which may take functional or critical forms. In simplified terms, it proposes symmetrical and horizontal relationships among cultures, fostering a dialogue that enriches all parties involved. In Estermann’s view, the aim of interculturality is humanization: a full life for all persons and for nature, and the capacity for social and eco-human coexistence.

This dossier proposes to discuss interculturality and its articulations with themes such as education, religion, and religious education in schools, especially from the perspective of liberation and dialogue. Approaches that relate interculturality to youth, ecology, buen vivir, politics, and other theoretical and practical libertarian conceptions are also welcome. The objective is to foster critical and innovative reflections that contribute to thinking about social and cultural transformation in Latin America.