| Sumario: | The intercultural educational policy implemented in schools in the metropolitan area of Monterrey, Mexico, shows a profile functionalized to the interests of the State and focused on a cultural diversity represented by the indigenous immigrants from the center and south of the country. From the conceptual perspective of precarization, as a government strategy, I address the sustenance of this educational policy based on the anticipation of the Mexican State and in declarations of supranational organizations of which Mexico is a part. I also reflect on the practice of bilingual indigenous teachers, the operational arm of this intervention, which occurs in a cosmopolitan context that adopts different positions with the indigenous people who arrive in the metropoli.
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