Acceso usuarios
In secondary school classes there are often students from various countries who do not know Spanish like the rest of their classmates. These students offer a lot of knowledge that is not used in secondary education classes, even though the educational system talks about inclusive education. In this context, intercultural competence must be developed in an integrated manner to improve the student's knowledge and communication. Reading is a tool that unites identities and encourages cultural interaction. This research analyses -using quantitative and qualitative methods -the treatment of literary education and, specifically, intercultural education in Spanish textbooks for secondary education. Few readings have been collected that deal with intercultural dialogue and many texts from canonical literature have been collected. The results indicate that intercultural reading is rarely practiced and the principles of inclusive schooling are not applied; there are programs that do not apply flexible curriculum approaches.
