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Tópicos Sugeridos dentro de su búsqueda.
1
libro
Publicado 2018
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En el año 2012 se constituyó la Comisión Nacional de Educación Intercultural y Bilingüe (CONEIB), mediante RM N.° 0246-2012-ED, vigente hasta la fecha, y que fue concebida como un espacio de participación para el diseño, formulación, implementación y monitoreo del Plan Nacional de Educación Intercultural Bilingüe. Complementariamente, desde diferentes ámbitos como el Consejo Nacional de Educación, se fue desarrollando la propuesta de contar con una política de educación intercultural para todo el sistema educativo nacional; que afiance la convivencia armónica, el intercambio enriquecedor entre las diversas culturas y la construcción de un proyecto colectivo de país. En este camino, el Minedu, por medio de la Digeibira, convocó a mesas técnicas con expertos, líderes y académicos para recoger aportes y reflexiones sobre estos procesos. En forma paralela, uno de los p...
2
artículo
Publicado 2024
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This article reviews the debate around the category of interculturality to highlight its theoretical achievements and its current relevance in public policy. However, it also attempts to show its limits, contradictions and aporias. Beyond asking what interculturality refers to, it reviews how it is used and what effects it has in the spaces where it is implemented. The ideas arise from a permanent observation of different projects, although this is not ethnographic research. In this case, it has been of interest to place the theoretical discussion in the foreground.
3
tesis de grado
Publicado 2020
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Este estudio presenta un estado del arte sobre las tendencias en relación a la educación intercultural, considerada un tema fundamental en el ámbito educativo debido a la necesidad de construir una sociedad democrática en la que se forme a ciudadanos en valores y competencias que le permitan desarrollar una identidad personal y colectiva sólida y puedan desenvolverse respetando la diversidad de su entorno. Por ello, se exponen diversos estudios nacionales e internacionales, desde distintas perspectivas que investigan sobre la temática, además se incluye una revisión de los principales fundamentos de la psicología cultural que se relacionan con los procesos que implica la educación intercultural.
4
libro
Publicado 2014
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El texto presenta información sobre diversidad cultural y políticas interculturales a fin de brindar herramientas para la gestión pública. El texto presenta casos aplicativos de criterios de interculturalidad en la gestión pública.
5
libro
Publicado 1990
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La importancia del uso de la lengua materna en el proceso del aprendizaje.
6
artículo
Publicado 2024
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This article reviews the debate around the category of interculturality to highlight its theoretical achievements and its current relevance in public policy. However, it also attempts to show its limits, contradictions and aporias. Beyond asking what interculturality refers to, it reviews how it is used and what effects it has in the spaces where it is implemented. The ideas arise from a permanent observation of different projects, although this is not ethnographic research. In this case, it has been of interest to place the theoretical discussion in the foreground.
7
tesis de grado
Publicado 2024
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La presente investigación surge del interés por comprender la situación de la educación intercultural en contextos urbanos en el territorio peruano. El primer capítulo expone las razones y concepciones, así como el desarrollo de la educación intercultural en el país. El segundo capítulo se centra específicamente en la educación intercultural en entornos urbanos, profundizando en su validez, avances y dificultades. A través del análisis de tres escuelas interculturales en zonas urbanas y periurbanas, se proponen condiciones y acciones para la implementación de una propuesta educativa intercultural en dichos contextos. Mediante la investigación de diversas fuentes bibliográficas, se puede concluir que la educación intercultural en zonas urbanas está claramente respaldada por un marco legal tanto internacional como nacional. Si bien existen modelos pedagógicos teóricos q...
8
artículo
Publicado 2017
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This article is based on a two-year ethnographic research that analyzes the process of professionalization and community work experiences of students and graduates of the Instituto Intercultural Ñöñho (IIÑ), a small indigenous university located in the ñöñho (otomí) region of the southern Mexican state of Querétaro. Among the main findings it presents that these actors collectively build and display a set of intercultural strategies (Bertely, 1997) to intervene in three issues: (i) the local socio-economic marginalization conditions, (ii) the cultural and language shift, (iii) and the violence within the socialization spaces of the youths.; all these through the sociocultural application of their academic knowledge. Firstly, this study puts in historical perspective the different paths of indigenous professionalization that have existed in the Mexican context. Subsequently, it o...
9
tesis doctoral
La investigación tiene como propósito determinar los fundamentos filosóficos de la educación intercultural bilingüe en la región Junín, Perú. La finalidad estriba en identificar qué sustentos filosóficos respaldan las propuestas en la educación intercultural bilingüe dentro de la región. Para su realización se empleó el método hermenéutico. La revisión hermenéutica permite establecer un análisis respecto a los fundamentos epistémicos que subyacen a la filosofía de la interculturalidad. Como resultado de ello se puede afirmar que los fundamentos filosóficos interculturales son imprecisos y elementales en la educación intercultural de la región Junín.
10
artículo
Publicado 2017
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This article is based on a two-year ethnographic research that analyzes the process of professionalization and community work experiences of students and graduates of the Instituto Intercultural Ñöñho (IIÑ), a small indigenous university located in the ñöñho (otomí) region of the southern Mexican state of Querétaro. Among the main findings it presents that these actors collectively build and display a set of intercultural strategies (Bertely, 1997) to intervene in three issues: (i) the local socio-economic marginalization conditions, (ii) the cultural and language shift, (iii) and the violence within the socialization spaces of the youths.; all these through the sociocultural application of their academic knowledge. Firstly, this study puts in historical perspective the different paths of indigenous professionalization that have existed in the Mexican context. Subsequently, it o...
11
artículo
Publicado 2022
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A reflective assessment of teaching praxis’ notions and beliefs becomes essential in instructing learners to effectively interact in intercultural encounters. Arguments in favor of teaching the intercultural component have been promoted for years but have not fully reached systematic incorporation in foreign language education in Latin American countries. This paper examines the concept of the intercultural mediator, approaching key questions (why, what, and how) that emerge when integrating intercultural objectives in the language classroom supported on theoretical frameworks and insights from the authors’ teaching experience. The methodology used was an exploratory qualitative document review. Scientific articles published in reliable databases were consulted to answer the questions targeting intercultural communicative competence teaching. The main objective is to invigorate the d...
12
artículo
Publicado 2017
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This article describes the process of development of tools and pedagogical practices in intercultural educational contexts through a project of connection between the Early Childhood Education School of Bernardo O’Higgins University and the Guillermo Videla kindergarten in Santiago de Chile. This initiative is based on the need to support the work of the institutions in new educational realities in a systematic way and according to their own needs. As a result, a work proposal is obtained that concerns coconstruction criteria, development of self-learning practices for the educational community and contextualization of the strategies implemented in intercultural contexts.
13
artículo
Publicado 2007
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The increase of immigration in the western countries of Europe, especially in Spain, is generating new multicultural societies which require an educational response. The intercultural education is an educacional challenge that implicares a pluralism as a value, and open school for everyone who trains citizens with the same rights and are recognized in their differences. In this context, the media as an important socialized agent have the task to reinforce coexistence values of respecting differences which are acquired during school. It is also necessary that school incorporates the communication as a copie to promote a critical awareness of students on Media Contents.
14
artículo
Publicado 2012
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This paper investigates the inclusion of the intercultural education in the urban school. To achieve this goal, we analyze the school’s official documents, the conception about interculturality from the teachers and parents, and the school practice. The observation reports that intercultural education has not been included into the urban school, because there is not any consistent relationship among the elements of this educational proposal.
15
artículo
Publicado 2017
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The article aims to show that the greatspeeches of great practical theory of our time-decoloniality, interculturality and recognition- are not unrelated proposals, but may be articulated by the decolonial perspective, where the issue of coloniality power can allow to review our ethical concepts and to articulate these practical perspectives.
16
artículo
Publicado 2017
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This article describes the process of development of tools and pedagogical practices in intercultural educational contexts through a project of connection between the Early Childhood Education School of Bernardo O’Higgins University and the Guillermo Videla kindergarten in Santiago de Chile. This initiative is based on the need to support the work of the institutions in new educational realities in a systematic way and according to their own needs. As a result, a work proposal is obtained that concerns coconstruction criteria, development of self-learning practices for the educational community and contextualization of the strategies implemented in intercultural contexts.
17
artículo
Publicado 2007
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The increase of immigration in the western countries of Europe, especially in Spain, is generating new multicultural societies which require an educational response. The intercultural education is an educacional challenge that implicares a pluralism as a value, and open school for everyone who trains citizens with the same rights and are recognized in their differences. In this context, the media as an important socialized agent have the task to reinforce coexistence values of respecting differences which are acquired during school. It is also necessary that school incorporates the communication as a copie to promote a critical awareness of students on Media Contents.
18
artículo
Publicado 2017
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A little more than ten years after the emergence of Intercultural Universities (UIs) in Mexico, their graduates begin to perform professionally in various spaces. Based on interviews with graduates of the Intercultural University of the State of Puebla, I analyze the tensions they face in a labor market characterized by precarization and insecurity, while seeking to identify the elements that distinguish them as «intercultural professionals». I conclude that the educational model of the UIs linked to the General Coordination of Intercultural and Bilingual Education promotes the formation of professionals capable of carrying out strategies to visualize cultural and linguistic diversity, but not necessarily with the intention of questioning or transforming the dominant political-economic system. Likewise, the labor spaces that are created or occupied by these new professionals are identi...
19
artículo
Publicado 2017
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A little more than ten years after the emergence of Intercultural Universities (UIs) in Mexico, their graduates begin to perform professionally in various spaces. Based on interviews with graduates of the Intercultural University of the State of Puebla, I analyze the tensions they face in a labor market characterized by precarization and insecurity, while seeking to identify the elements that distinguish them as «intercultural professionals». I conclude that the educational model of the UIs linked to the General Coordination of Intercultural and Bilingual Education promotes the formation of professionals capable of carrying out strategies to visualize cultural and linguistic diversity, but not necessarily with the intention of questioning or transforming the dominant political-economic system. Likewise, the labor spaces that are created or occupied by these new professionals are identi...
20
