Introduction.

Due to the current phenomenon of globalization, it is increasingly necessary to provide an inclusive and intercultural vision to the education. Not responding adequately to this demand can lead to situations of exclusion, segregation, and discrimination for students. The Colombian government has proposed several actions to strengthen this approach and avoid those problems. However, these actions must be analyzed in depth to demonstrate the promotion of inclusive and intercultural education in institutions.

Objective:

the purpose of this research is to determine the level of knowledge and execution of inclusive and intercultural practices at Llano de Palmas School (Colombia).

Materials and methods:

this research applies a case study design. The methodology used is descriptive quantitative (Hernández et al., 2010), implementing the questionnaire on the recognition and applicability of inclusive and intercultural competency.

Results:

the data analysis reveals that inclusive and intercultural education is hardly encouraged on a regular basis in the school (10 %), with a widely inadequate promotion (90 %) through sporadic implementations (49 %), not being applied at all (36 %), or being completely unaware of their development status (5 %).

Conclusions:

the results obtained indicate that the knowledge and execution of inclusive and intercultural practices at Llano de Palmas School is remarkably low. This situation demands the design and application of specific strategies for more effective promotion, as well as the analysis of different educational contexts to determine the current situation of the country in this regard.

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