A/HRC/58/60/Add.1 or traditional arguments to undermine human rights, and should be mainstreamed into the understanding of cultural rights in the country. 72. From the Special Rapporteur’s point of view, a culture of diversity and interculturality, one that would challenge the stereotypes and segmentation of society, has not yet been developed in Chile. The Special Rapporteur was told that, although numerous efforts had been made in a sectoral manner, no consistent work had been done in this sense on gender and sexual diversity, Indigenous Peoples, Afro-Chileans and migrants, and on the intersections of issues faced. In many instances, the cultural expressions of minority and Indigenous groups are represented as folklore, and not considered living practices that contribute to the interculturality of the country. 73. The recent increase in the number of migrants, with their inherent diversity, has certainly accelerated the process. Whereas children have quickly mixed through their sustained interactions in school and play, adults have faced more difficulties in coping with changes that go beyond diversity in food and tastes and require greater effort. 74. The Ministry of Social Development and Family has made considerable efforts to progress from the protectionist model for persons with disabilities to real inclusion in society. Examples of measures that were taken to promote the autonomy and independence of persons with disabilities included flexible arrangements in schools’ curriculums and in the labour market, improvement in access to recreational activities and provision of sign language in public television programming. However, there was also frustration that the efforts were concentrated in that Ministry, and that the goal of inclusion was not considered the responsibility and duty of all civil servants. 75. Diversity must be ensured within the civil service and public bodies, and interculturality must be applied correctly. Migrants, Indigenous Peoples, Afro-Chileans, persons with disabilities and lesbian, gay, bisexual, transgender, intersex and queer persons should be able to learn about the values, norms and customs of other Chileans, while all Chileans should also be able to learn about the specific histories and cultures of the abovementioned groups, and about their positive contributions to society. The Unit on Culture, Memory and Human Rights of the Ministry of Cultures, Arts and Heritage promotes interculturality and the positive inputs of migrants, including through educational material. However, to become a reality, exposure to cultural diversity most be the norm in all aspects of society, from an early age. 76. The educational system has a primary role to play in achieving this goal. Ensuring universal access to school is a good way to guarantee that diversity – of origins and religions, of urban and rural realities, of economic backgrounds and of languages – will be experienced in everyday classes. Teachers should be supported in their efforts to put forward and recognize the value of diversity in their teaching and class management. For example, in Arica, the Special Rapporteur heard from a Colombian student that she felt welcomed in school and was given the opportunity to talk in class about her country of origin. School curriculums, which are still centralized, must integrate in the main narrative the history of native peoples, both Indigenous and Afro-Chilean, as well as the historical contributions of women, lesbian, gay, bisexual, transgender, intersex and queer persons, migrants and persons with disabilities. She encourages the Ministry of Education to increase the availability of intercultural education in which all groups would be represented. Regional specificities and shared references should both be included, so that all children, from every part of the country, have a strong sense of their origins and of the national context. 77. More should be done to feature the positive contribution of diversity. With their long-standing interactions with Bolivians, Peruvians, Aymara and Quechua, local authorities in Arica integrate and value interculturality in their work. 15 Real interculturality needs to enter every neighbourhood of Chile, through social and traditional media, arts and cultural initiatives and role models. For example, the fact that migrant women stand together to fight for their rights should be celebrated. The Special Rapporteur encourages all public bodies to learn from these positive recognitions of interculturality and to change the focus from 15 14 See www.cultura.gob.cl/interculturalidad/ (in Spanish). GE.25-01340