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The following article presents an analysis of the use of educational radio in intercultural education contexts and how, from its implementation, elements of media and information literacy are noticed, which facilitates and encourages the construction of adequate intercultural communication. The research has been carried out in Chile, specifically in rural schools in the communes of San Juan de la Costa and San Pablo, with the participation of students and teachers of basic and high school education, mostly of Mapuche huilliche origin, a native people of the south from that country. The methodology used has a qualitative approach, having as data collection strategies semi-structured interviews with key informants, participant observation in situ (both face-to-face and virtual) and virtual ethnography. The main results have shown that: Educational radio can generate training content to enhance the processes of cultural emancipation, generating, at the same time, spaces for reflection and critical thinking in students. Media and information literacy is pertinent as a pedagogical tool to mainstream the teaching and learning processes in the Chilean educational context, as it allows taking from the media, elements for the construction of democratic societies. And as communication intercultural, the ability of students to create and produce radio content from their own realities, which can be disseminated and put at the service of their cultures while promoting their ways of life. [ABSTRACT FROM AUTHOR]

The emerging international system in the twenty-first century is characterised by a new phase of globalization in which, largely due to the explosion of information and communication technologies, the role and activity of a variety of actors –outside and within states– has been significantly strengthened. While the states remain as the main actors of the world system, the current configuration of the international order no longer responds to the Westphalian state-centric paradigm that shaped international relations until the end of the twentieth century. In this new scenario, the role of subnational actors is increasingly active, which opens a window of opportunity for developing nations to improve their competitive and cooperative insertion in the international system at both regional and global levels. [ABSTRACT FROM AUTHOR]