test
Search publications, data, projects and authors

Article

Spanish

ID: <

oai:doaj.org/article:be6c26bfaf694e5692bd19983a07e10d

>

Where these data come from
¿Se Atiende La Interculturalidad Y La Diversidad En La Formacion Del Docente Indigena? Are Intercultural Elements And Diversity Well Addressed In The Training Program For Indigenous Teachers?

Abstract

Esta investigation se propuso caracterizar el enfoque de interculturalidad implicito en el programa de formation de docentes indigenas, administrado por la Universidad Pedagogica Experimental Libertador y su congruencia con las concepciones de interculturalidad y diversidad que predominan en la actualidad. El trabajo empirico se oriento por las siguientes preguntas Como se define la interculturalidad en el marco del citado programa?, LQue estrategias utilizan los profesores para formar en la interculturalidad?, LSe atiende la diversidad en el proceso de formation del docente indigena promovido por la UPEL? Teoricamente, se apoya en los conceptos de interculturalidad y diversidad asi como en los postulados de la teoria de la action de Argyris y Schon (1978). Se asume la education intercultural como el "proceso de ensenanza-aprendizaje basado en el pluralismo democratico, la tolerancia y la aceptacion de la diversidad" (Arnaiz y De Haro, 1997). El estudio se reconoce como interpretativo-critico. Metodologicamente se aplico el muestreo teorico, la observation, la entrevista a profundidad y el analisis del discurso. Para el analisis de la information se utilizo la Escalera de la Inferencia (Argyris y Schon, 1978). Los hallazgos destacan: el reconocimiento de la diversidad etnica y cultural, la practica de un encuentro pedag6gico asimilacionista; restriction de la diversidad solo a lo etnico. Se concluye que la interculturalidad solo es utilizada para denominar superficialmente el programa, mas este no esta en concordancia con la profundidad e importancia tematica del area.The following research proposes the intercultural characterization implicit in the training program for indigenous teachers manage by the UPEL. The empirical study was guided by the following questions: What is the concept of intercultural within the framework of the program? What strategies are used by teachers for implementing an intercultural environment? Is diversity an issue properly addressed by the UPEL in its training program for indigenous teachers? Theoretically, the research relies on the concepts of intercultural and diversity as well as on the principles of the theory of action postulated by Argyris and Schon (1978). It is assume that intercultural education is a "process of teaching-learning based on democratic pluralism, tolerance and the acceptance of diversity." (Arnaiz and De Haro, 1997). The study is seen as both interpretative and critical. In terms of methodology, theoretical sampling, observations, in-depth interviews and discourse analysis were applied. For the data analysis, the Information Chain model was used (Argyris and Schon, 1978). The findings highlight the acknowledgement of ethnic and cultural diversity, the practice of an assimilative pedagogical encounter, and restriction of diversity to ethnicity. The conclusion points out that the notion of intercultural is only used to describe superficially the program without realizing its profound thematic implications.

Your Feedback

Please give us your feedback and help us make GoTriple better.
Fill in our satisfaction questionnaire and tell us what you like about GoTriple!