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This article presents the results from a qualitative and comparative study. The general objective was to identify the conceptions of interculturality of teachers in two intercultural bilingual Shipibo-Spanish schools in Lima and Ucayali, and describe how they are incorporated in their teaching practices and curricular planning. The methodology included a semi-structured interview, classroom observations, and the analysis of learning units. Findings resulted from a process of data reduction and triangulation. Prevalent themes were: the affirmation of their own culture, the encounter with other languages and cultures, and the exchange among cultures. There was a relation between teachers’ conceptions and their classroom practices. Regarding curricular planning, there were differences in the incorporation of contents with an intercultural perspective between the schools in Lima and Ucayali.

Concepciones de interculturalidad y práctica en aula: estudio con maestros de comunidades shipibas en el Perú