Abstract
Through this article we argue for the incorporation of methodologies and materials developed in the field of intercultural education into the school curricula that will serve to develop knowledge, generate debate and, ultimately, promote the acquisition of documented and structured opinions/ideas about such a controversial issue as Female Genital Mutilation/Cutting (FGM/C). Dealing with FGM/C merely by waving the flag of Human Rights can bring more discrimination and stigmatization to those women subjected to this cultural practice. In order to avoid these kinds of oversimplifications, we propose dialogic literary gatherings as an educational action for the analysis and understanding of FGM/C in secondary school communities.
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