Abstract
The aim is to show the partial-results of an epistemic-conceptual broadening project focused on three types of dialogical relationships resulting from a higher interculturaleducation research: a) semantic dimension, b) pragmatic dimension, and c) syntactic dimension. The methodology consists of discourse analysis of a sample composed bydata collected ethnographically (15 interviews to students, 1 classroom autoobservation by a female teacher, and 1 transcription of a forum where alumni participated) from the point of view of Cultural Studies. Theoretical references such as postcolonialism, interculturalism and identity grammars are used. The conclusion is that in a grammar for interculturalization it is possible to establish a superposition between a) and a1) logical level of the language, b) y b1) idiom, and c) y c1) rhetorical level of the language, contributing with particular emic examples from Mexico.
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