This article discusses how the theory and methodology of literary education and of picture books provide an ideal teaching platform to design educational curriculum proposals based on the identification and educational use of intertextual elements present in oral literature tradition of cultures in contact, to support intercultural bilingual education programs. As an example, a model created to the context of Honduras is very briefly described and it includes an analysis of the intertextual relations that are present in the narratives of indigenous peoples and Afro-Hondurans.
Literary intercultural education; training canon; picture books
