Abstract
In this paper we approach the intercultural approach in education. We start from the analysis of one of the most important products produced since the Peruvian education system took the intercultural approach. From a decolonial perspective, we propose three paths we should take if we want the intercultural approach not to be a burden for the indigenous population and rather to constitute itself as an emancipatory project for all Peruvians: curricularizing local knowledge, rethinking interculturality not only for ethnic territories, and imposing the learning of native languages in not intercultural schools.
Education; Intercultural; Decoloniality; Language; Territory