explore the meaning of pluralism in education in the era of globalization, it is very challenging for those we move into this area. Berger (1997, 1) argues that "pluralism that characterizes modern society can be opened multiple times (...). On the other hand, that same pluralism threatens traditions and customs of all kinds. " This approach matter important concepts. For example, he refers to the concept of modern society which can be understood as one whose lifestyle is full of noise and traffic emanating from the communication systems and devices of comfort. It also includes the concept of opportunity in education which involves equity and quality, ie the capacity of education systems to reach all learners, regardless of cultural differences and, finally, it incorporates the idea of \u200b\u200brisk certain cultural heritage, which, due to the diversity of students, could succumb amid the many interactions that occur within schools.
Therefore, the educator, to and from their practice, should not overlook the heterogeneous realities bringing their students. Quite the contrary, has not only taken into account in their pedagogical approaches, but also intangible elements of school learning aids. This implies, in turn, to involve students in the educational event, from a democratic view, the decision-making issues that have to do with their training. The Delors Report states that "education has a dual mission: to teach the diversity of the human species and contribute to an awareness of similarities and interdependence of all human beings" (Delors, 1996, 99).
In light of the above, you could stop pluralism in education which involves not only respect and tolerance for cultural diversity but also the democratization of education, an issue that directly affects the appropriation of significant learning and quality in students.
Within this context, and in addition to this the phenomenon of globalization, the teacher must prepare to respond efficiently to new societal demands. In this respect, Berger (1997, 8), in his eyes to this phenomenon, refers to the occurrence of cultural globalization, which tend to undermine the traditional certainties. In other words, within the educational world, is putting at risk the heritage socio-cultural students, who, in the short term, they might be absorbed by the cross currents involved. In this sense, one could note that "a key obstacle to the citizens can believe in supranational integration projects are the adverse impact of such changes." (García, 1999, 26). All this leads us to the fact that in education today, the aspect of cultural relevance remains a major issue, and against which, both actors should be aware, therefore, both equally, and from a look democratization, are responsible for teaching and learning process, both from a formal approach (official curriculum) and informal (hidden curriculum).
Consequently, the teacher, as leader of the educational process, has a responsibility to look at their students as individuals, which means considering what they think and feel, and make them participate democratically in decision making at both classroom and general level. The alumni organization, through ongoing facilities and general facilities, is an important initiative for the democratization of education. Pluralism in education matters, therefore, not only respect for diversity but also the curricular inclusion. Once this happens, the student will understand finally education as a socializing process essentially depends to a large extent their own decisions and levels of commitment.
References Berger, P. (1997). Pluralism and the Dialectics of Incertidumebre. Retrieved October 19, 2005 in http://www.cepchile.cl/dms/lang_1/doc_1864.html
Delors, J. (1996). Treasure Education. Mexico: UNESCO Publishing.
García, N (1999). Imagined Globalization. Buenos Aires: Polity Press.
Author: Fernando Vera, Master of Educational Research and Master of Science in Education with a major in Educational Management (c).
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