Academic literature on the topic 'Educaţie interculturală'
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Journal articles on the topic "Educaţie interculturală"
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Santos, Jorge Alejandro, Leonel Piovezana, and Luci Teresinha Marchiori dos Santos Bernardi. "Colonialidad y descolonización en la educación latinoamericana: el caso de las licenciaturas interculturales indígenas con el Pueblo Kaingang." EccoS – Revista Científica, no. 45 (March 20, 2018): 59–78. http://dx.doi.org/10.5585/eccos.n45.8281.
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El artculo presenta una experiencia de implementacin de educacin intercultural y prctica decolonial en la formacin de profesores indgenas del pueblo Kaingang en el marco de las Licenciaturas Interculturales Indgenas de la Universidade Comunitria da Regio de Chapec - Unochapec. Partimos del diagnstico de Adriana Puiggrs quien sostiene que el carcter colonial de la educacin en Latinoamrica es un hecho histrico solapado y una situacin que se debe revertir. Utilizamos las directrices pedaggicas de Paulo Freire reledas desde la perspectiva intercultural para poner en prctica una educacin liberadora en la formacin de profesores Kaingang y dentro de ese marco exponemos la experiencia de abordar problemticas fundamentales para la poblacin indgena que tiene que ver con las disputas territoriales y la visin de la sociedad no indgena sobre las comunidades originarias.
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Brunetti, Immacolata. "The students’ voice." Form@re - Open Journal per la formazione in rete 22, no. 1 (April 30, 2022): 408–21. http://dx.doi.org/10.36253/form-12665.
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This is a multi-level study in the field of intercultural education and refers to a project called “The voice of students”. The cases are action research projects developed with a group of primary school students. They participated in dialogical processes and shared leadership with their teachers. They co-designed projects, debated and became aware of critical issues related to cultural diversity in their educational communities. The aim of the research is to analyze participatory processes and associated changes in relation to intercultural education and relational structures that have emerged from students’ thoughts. From the data analysis it emerged that students’ personal changes, such as self-awareness and attention to others and relationships, group changes such as cohesion, as well as changes developed to other actors: teachers, other students they have created relationships of collaboration, solidarity, and mutual recognition. There were visible changes during the busiest time of the projects, but sometimes the effects continued and deepened thereafter. This underlines the importance of participatory projects of children engaged in intercultural processes and change.
La voce degli studenti.
Il presente contributo presenta uno studio a più livelli nel campo dell’educazione interculturale e fa riferimento a un progetto denominato “La voce degli studenti”. I casi sono progetti di ricerca-azione sviluppati con un gruppo di studenti della scuola primaria. Hanno partecipato a processi dialogici e hanno condiviso la leadership con i loro insegnanti. Hanno co-progettato progetti, dibattuto e preso coscienza di questioni critiche legate alla diversità culturale nelle loro comunità educative. Lo scopo della ricerca è analizzare i processi partecipativi e i cambiamenti associati in relazione all’educazione interculturale e alle strutture relazionali emerse dai pensieri degli studenti. Dall’analisi dei dati è merso che i cambiamenti personali degli studenti, come la consapevolezza di sé e l’attenzione agli altri e alle relazioni, i cambiamenti di gruppo come la coesione, così come i cambiamenti estesi ad altri attori: insegnanti, altri studenti, hanno creato relazioni di collaborazione, solidarietà e riconoscimento reciproco. Ci sono stati cambiamenti visibili durante il periodo più attivo in cui si sono svolti i progetti, ma a volte gli effetti sono continuati e si sono approfonditi in seguito. Ciò sottolinea l’importanza dei progetti partecipativi dei bambini impegnati nei processi interculturali e nel cambiamento.
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NASCIMENTO, Raimundo Nonato Ferreira do, and Violeta Denis Jiménez LOBATOS. "Los desafíos de la interculturalidad frente a la persistente homogeneización: una reflexión desde la realidad de Brasil y México." INTERRITÓRIOS 5, no. 9 (December 9, 2019): 72. http://dx.doi.org/10.33052/inter.v5i9.243610.
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RESUMENLa interculturalidad y la educación intercultural en Brasil y México, aún pueden ser vistos como campos emergentes. Las reflexiones sobre tales conceptos son una constante en los espacios académicos, en el área de planeación de políticas institucionales, mientras que en la intervención pedagógica se muestran como algo novedoso. En ese sentido, el modelo educativo intercultural que presenta el gobierno brasileño a las poblaciones indígenas y el gobierno mexicano a la población en general son políticas que intentan promover el reconocimiento y el respeto a las diferentes culturas, no obstante, en la práctica han encontrado grandes desafíos. Sobre este tema se discute en el presente artículo. Se reflexiona sobre los límites y los desafíos de la práctica de la educación intercultural en Brasil y en México, tomando como base el análisis de las normas legales propuestas por el Estado y relacionándolas con la realidad de las escuelas, para con ello mostrar algunos desafíos que se enfrentan en ambos países. Interculturalidad. Educación intercultural. Brasil y México.Os desafios da interculturalidade diante da persistente homogeneização: uma reflexão a partir da realidade do Brasil e do MéxicoRESUMO A interculturalidade e a educação intercultural, tanto no Brasil como no México, ainda podem ser vistas como um campo em emergência. Mesmo que as reflexões sobre tais conceitos sejam uma constante nos espaços acadêmicos, na área de planejamento de políticas institucionais ou mesmo como intervenção pedagógica se mostra como algo novo. Nesse sentido, o modelo educativo intercultural destinado as populações indígenas com o intuito de promover um reconhecimento, valorização e respeito as diferentes culturas, tem encontrado desafios para sua efetivação. É, portanto, sobre esse tema que aborda o presente trabalho. Nosso objeto, é refletir sobre os limites e desafios do fazer educativo intercultural no Brasil e no México. Por meio de uma análise comparativa das normas legais, ou seja, do que se propõe com a realidade pratica da escola que pretendemos demonstrar alguns desafios. Interculturalidade. Educação intercultural. Brasil e México. The challenges of interculturality in the face of a persistent homogenization: a reflection from the reality of Brazil and Mexico ABSTRACT Interculturality and intercultural education in both Brazil and Mexico can still be seen as an emerging field. Even though reflections on such concepts are a constant in academic spaces, in the area of institutional policy planning or even as a pedagogical intervention it is shown as something new. In this sense, the intercultural educational model intended for indigenous populations in order to promote recognition, appreciation and respect for different cultures has encountered challenges to become effective. Therefore, this theme is what this paper addresses. Our purpose is to reflect on the limits and challenges of intercultural educational work in Brazil and Mexico. By means of a comparative analysis of the legal norms, that is, what is proposed with the practical reality of schools, we intend to demonstrate some challenges. Interculturality. Intercultural education. Brazil and Mexico. Le sfide dell'interculturalità di fronte all'omogeneizzazione persistente: un riflesso della realtà del Brasile e del Messico RIASSUNTO un'interculturalità e un'educazione interculturale, sia non in Brasile che in Messico, possono essere viste come un campo di emergenza. Mesmo che mentre rifletti su questi consigli è uno spazio accademico costante, un'area di pianificazione delle politiche istituzionali o mesmo come l'intervento pedagogico viene mostrato come qualcosa di nuovo. In questo senso, o modello educativo interculturale inteso come popolazione indigena o intuito per promuovere il riconoscimento, la valorizzazione e il rispetto di culture diverse, ha trovato difficoltà nella sua efficacia. É, quindi, su questo tema che tratta o presenta lavori. Il nostro scopo è quello di confutare i limiti e le sfide delle attività educative interculturali non in Brasile e non in Messico. Tramite un'analisi comparativa delle norme giuridiche, cioè come realtà pratica della scuola intendiamo dimostrare alcune sfide. " Interculturalismo. Educazione Interculturale. Brasile e Messico.
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POPA, Andra, Sorin DRĂGOI, and Aida STÂNGĂ. "Valori, dimensiuni și obiective ale educației interculturale." ANALELE UNIVERSITĂȚII DIN CRAIOVA SERIA ȘTIINȚE FILOLOGICE LIMBI STRĂINE APLICATE, no. 1 (January 2023): 95–104. http://dx.doi.org/10.52744/aucsflsa.2022.01.09.
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Chocobar, Cynthia Nathaly. "Creación surrealista de sueños colectivos en Educación Primaria. Investigación- acción intercultural." Educatio Siglo XXI 38, no. 3 Nov-Feb (October 30, 2020): 363–82. http://dx.doi.org/10.6018/educatio.452971.
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INTRODUCCIÓN. Este artículo recoge una experiencia educativa de investigación-acción efectuada durante dos ciclos sucesivos de intervención didáctica con alumnado de sexto curso de Educación Primaria de dos colegios públicos situados respectivamente en Salta (Argentina) y Murcia (España). El marco teórico de esta investigación se centra en una concepción epistémica del desarrollo de la competencia en comunicación lingüística concerniente a textos literarios de índole surrealista cuya desenvoltura requiere conexión con otras competencias, lenguajes, artes y culturas. MÉTODO. La metodología cualitativa empleada, a través de cuestionarios, entrevistas y documentación didáctica de enfoque semiótico ha investigado el proceso de diseño y experimentación de una tarea compleja basada en la creación de sueños colectivos y performance onírica a partir de hipótesis fantásticas. RESULTADOS. La educación literaria de esta investigación centrada en el proyecto imaginario surrealista se ha materializado en las aulas hallando evidencias del cumplimiento de la hipótesis de trabajo. DISCUSIÓN. La educación literaria de esta investigación centrada en el proyecto imaginario surrealista se ha materializado en las aulas a través de experiencias didácticas de interacción significativa entre el mundo lector y el de la obra literaria, postulando un modelo educativo que potencia la creatividad, la autoestima y el empoderamiento de los aprendices en edad escolar. INTRODUCTION. This article reports an educational action-research experience carried out during two successive cycles of didactic intervention with students in the sixth year of Primary Education from two public schools located respectively in Salta (Argentina) and Murcia (Spain). The theoretical framework of this research focuses on an epistemic conception of the development of competence in linguistic communication concerning literary texts of a surrealist nature whose development requires connection with other competences, languages, arts and cultures. METHOD. The qualitative methodology adopted included questionnaires, interviews and didactic documentation with a semiotic approach to investigate the process of design and experimentation of a complex task based on the creation of collective dreams and oneiric performance based on fantastic hypotheses. RESULTS. The idea of literary education implemented in this piece of research complied with the working hypothesis. DISCUSSION. The idea of literary education implemented in this research based on the surrealist imaginary project crystalized in the classrooms through didactic experiences of significant interaction between the reading world and that of the literary work, postulating an educational model that enhances creativity, self-esteem and the empowerment of school-age learners.
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Sotelino Losada, Alexandre, Miguel A. Santos Rego, and Jesús García Álvarez. "El aprendizaje-servicio como vía para el desarrollo de competencias interculturales en la Universidad." Educatio Siglo XXI 37, no. 1 Mar-Jun (March 5, 2019): 73–90. http://dx.doi.org/10.6018/educatio.363391.
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El proyecto PEINAS (Pedagogía Intercultural y aprendizaje-servicio) nace en el curso 2010/2011 asociado a la asignatura rotulada como “Pedagogía Intercultural” (Segundo curso del Grado en Pedagogía, Universidade de Santiago de Compostela). El proyecto tiene por finalidad mejorar el conocimiento de la realidad social y educativa que viven cotidianamente las diferentes comunidades culturales en Galicia. Para ello se establecen vínculos con entidades en las que los estudiantes desarrollan un servicio, sobre bases académicas, en función de necesidades específicas. Lo que esta aportación pretende es mostrar el desarrollo de competencias cívicosociales en estudiantes universitarios que participan en un proyecto de estas características. Además, comparamos alumnos/as participantes y no participantes en la citada modalidad formativa, haciendo uso del postest elaborado en el marco de un proyecto del Plan Nacional de I+D+I (EDU2013-41687-R), lo cual nos ha de permitir ver las diferencias entre los grupos de estudiantes. Terminamos señalando que los estudiantes que participan en experiencias de esta índole incrementan sus oportunidades deadquirir una serie de competencias de corte relacional y cívico-social, de apreciable importancia para su formación práctica y el desarrollo de estructuras sólidas de aprendizaje. The PEINAS project (Intercultural Pedagogy and Service-Learning) was born in the academic year 2010/2011 associated to an academic subject called “Intercultural Pedagogy” (Second year of the Degree in Pedagogy, University of Santiago de Compostela). The project aims to improve the knowledge of the different cultural communities in Galicia about their social and educational realities. Thus, students create links with different entities where they undertake a social service, on an academic basis, according to specific needs. What this paper intends is to explore the development of civic-social competence in university students who participate in a project of these characteristics. In addition, we compare students who participated in the project with those who did not participate. To this end, we use a post-test elaborated within the framework of a project of the Spanish National Plan for Research (EDU2013-41687-R), which allowsus to see the differences among groups of students. The conclusions highlight the fact that students who participate in such experiences increase their opportunities to acquire a series of relational and civicsocial skills of considerable importance for their practical training and the development of sound learning structures.
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SOUZA, Gasperim Ramalho de, and Arnaldo César ROQUE. "Identidades e Epistemologias: A Lei 10639/03 na Descolonização da Escola." INTERRITÓRIOS 6, no. 12 (December 7, 2020): 134. http://dx.doi.org/10.33052/inter.v6i12.248993.
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RESUMOEste artigo tem como objetivo apresentar algumas contribuições da lei 10639/03 que estabelece diretrizes educacionais para o ensino de História e Cultura da África e dos africanos seus diálogos para uma educação intercultural crítica. Dessa forma, enquanto principal eixo didático-metodológico dessa lei, propomos a educação intercultural crítica, a qual prioriza a valorização da identidade cultural afro-diaspórica e do continente, como ferramentas epistemológicas, visando uma resistência ao branqueamento e apagamento dessas identidades no cenário educacional. Esse apagamento ainda é persistente através do mito da democracia racial e outros discursos que podem ser endossados por educadores que não utilizam a referida lei como um importante suporte para leitura e ação diante de documentos norteadores na educação brasileira tal como a Base Nacional Comum Curricular (BNCC).Lei 10369/03. Educação Intercultural. Identidades Afro-Diaspóricas. ABSTRACTThis article aims to present some contributions of 10639/03 Act, which establishes educational rules for the teaching of history and culture of Africa and Africans, and their dialogues for an intercultural education. Thus, while the main didactic-methodological axis of this law proposed the critical intercultural education, which prioritizes the valuation of cultural-diasporic cultural identity and towards continent, as epistemological tools, aiming at resisting to bleaching and deletion of those identities in the educational setting. That deletion process still remains through racial democratic myth and other discourses which can be endorsed by educators who do not rely on the aforementioned act as an important basis for reading and acting towards the implementation of the Brazilian National Curriculum as a guiding educational document.10639/03 Act. Intercultural Education. African-Diasporic Identities. RESUMENEste artículo tiene como objetivo presentar algunos aportes de la Ley 10639/03 que establece pautas educativas para la enseñanza de la Historia y Cultura de África y de los africanos sus diálogos para una educación intercultural crítica. Así, como principal eje didáctico-metodológico de esta ley, proponemos la educación intercultural crítica, que prioriza la valorización de la identidad cultural afro-diaspórica y del continente, como herramientas epistemológicas, apuntando a una resistencia al blanqueamiento y borramiento de estas identidades en el escenario educativo. Este borramiento aún persiste a través del mito de la democracia racial y otros discursos que pueden ser avalados por educadores que no utilizan la referida ley como un soporte importante para la lectura y la actuación frente a documentos orientadores en la educación brasileña como la Base Curricular Común Nacional (BNCC).Ley 10369/03. Educación Intercultural. Identidades Afro-Diaspóricas. SOMMARIOQuesto articolo si propone di presentare alcuni contributi della Legge 10639/03 che stabilisce le linee guida educative per l'insegnamento della Storia e della Cultura dell'Africa e degli Africani i loro dialoghi per un'educazione interculturale critica. Pertanto, come principale asse didattico-metodologico di questa legge, proponiamo l'educazione interculturale critica, che privilegia la valorizzazione dell'identità culturale afro-diasporica e del continente, come strumenti epistemologici, indicando una resistenza allo sbiancamento e alla cancellazione di queste identità nel contesto educativo. Questa cancellazione persiste ancora attraverso il mito della democrazia razziale e altri discorsi che possono essere approvati da educatori che non usano la suddetta legge come un importante supporto per leggere e agire contro i documenti guida nell'educazione brasiliana come il Common Curriculum Base Nazionale (BNCC).Legge 10369/03. Educazione interculturale. Identità afro-diasporiche.
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Pentini, Anna Aluffi. "Una rilettura interculturale del concetto di spazio potenziale di Donald Winnicott. Analisi di un’esperienza educativa italiana." Educar em Revista 34, no. 68 (April 2018): 289–303. http://dx.doi.org/10.1590/0104-4060.57815.
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SOMMARIO In questo contributo si vuole dare conto della situazione italiana per quanto riguarda l’approccio educativo alla prima infanzia, e descrivere un progetto interculturale1, ideato, realizzato, monitorato e sostenuto per venti anni a Roma in un’ottica di pedagogia sociale2. Il nucleo fondante di questo progetto è il concetto di spazio potenziale di Winnicott (1971, 1986), applicato all’educazione interculturale e al sostegno alla genitorialità. Dati gli sviluppi delle politiche educative italiane attuali,3alcune pratiche che sono state concretamente realizzate in questo progetto, grazie al costante accompagnamento di consulenza pedagogica, potranno essere recuperate per promuovere una dimensione di accoglienza delle diversità nel contesto formativo e per rendere l’istituzione scolastica, anche quella della prima infanzia, un contesto democratico in cui si promuove la parità tra i bambini.
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Calvano, Gabriella. "Le “Aule Verdi” per Educare all’Ambiente e Intercultura: Uno Studio di Caso." European Journal of Sustainable Development 3, no. 1 (February 1, 2014): 57–66. http://dx.doi.org/10.14207/ejsd.2014.v3n1p57.
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Alexandrache, Carmen. "Non-verbal communication and intercultural dialogue – An educative perspective." New Trends and Issues Proceedings on Humanities and Social Sciences 8, no. 2 (October 16, 2021): 20–26. http://dx.doi.org/10.18844/prosoc.v8i2.6186.
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The study analyses the importance of non-verbal communication (NvC) for academic education process. From this perspective, we have emphasised how essential NvC is, what a competences ensemble is to the education process and that we must use it. Drawing from theory and practice, the paper proposes several didactic modalities, more attractive, which improve the students’ communicational and proactive competences, and their interest to learn. In addition, these didactical modalities contribute to developing positive students’ interactions, social collaborations, desire of knowing and working with others, which are different. Due to the importance of NvC, the paper proposes it as one of the best recommended strategies to develop communication between people, especially for people from different cultural spaces.
Keywords: Learning, teaching strategies, communication competences, cultural communication, motivation.
Dissertations / Theses on the topic "Educaţie interculturală"
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Besalú, Xavier 1953. "Diversitat cultural i educació. Per una educació intercultural a les escoles d'educació primària." Doctoral thesis, Universitat de Girona, 2005. http://hdl.handle.net/10803/7973.
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La tesi vol respondre quatre preguntes: Quina concepció d'educació intercultural ens cal a la Catalunya del segle XXI? Com ha fet front el sistema educatiu de Catalunya a l'arribada d'alumnes d'origen estranger? Quins canvis haurem de propiciar en el currículum escolar per tal de fer una educació més científica i més justa? Quina ha de ser la formació que hem d'oferir al professorat de l'educació bàsica per garantir una educació intercultural?L'educació intercultural que es propugna en aquesta tesi és la que es proposa treballar perquè tots els alumnes aprenguin a viure en societats obertes i plurals. Dins de l'educació intercultural que es proposa, s'hi plantegen tres èmfasis diferents: el que posa l'accent en els aspectes ètics, en els aspectes didàctics i en els culturals o curriculars. I pel que fa a la formació del professorat, es diu que un dels primers objectius ha de ser la revisió dels propis coneixements i actituds.
The thesis wants to reply four questions. Which conception of intercultural education, do Catalonia need in the 21st century? How has the educational system of Catalonia faced the arrival of foreign origin pupils? What kinds of changes will have to propitiate in the school curriculum in order to make a more scientific and fairer education? Which has to be the training that we have to offer to the teaching staff of the basic education to guarantee an intercultural education?
The intercultural education that is advocated in this thesis is that which it proposes to work so that all pupils learn to life in open and plural societies. In the intercultural education that is proposed there are three different emphases; the one that puts the accent on the ethical aspects, in the didactic aspects and in the cultural or curricular ones. And regarding the formation of the teachers, it is said that one of the first objective has to be the revision of the knowledge themselves and actitudes.
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Llevot, Calvet Núria. "Els Mediadors interculturals a les institucions educatives de Catalunya." Doctoral thesis, Universitat de Lleida, 2002. http://hdl.handle.net/10803/8300.
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En Cataluña, en los últimos años, han ido proliferando una serie de "profesionales" que realizan, con más o menos adecuación a la definición teórica, la función de mediadores interculturales. Primeramente se trataba de gitanos, pero recientemente, fruto del incremento de la presencia de niños de origen inmigrante en las escuelas catalanas, se ha visto crecer el número y el protagonismo de los extranjeros por el reconocimiento que se les ha otorgado desde la administración y las instituciones (principalmente, al generar una mayor preocupación los inmigrantes procedentes de África, los mediadores son sobre todo de este continente). Concretamente, los mediadores interculturales han intentado intervenir en cuestiones como la participación de los padres de origen inmigrante o minoritario en los centros escolares, la adaptación del currículum a la diversidad cultural, la negociación de conflictos "culturales" (la carne de cerdo en el comedor escolar, el uso del pañuelo en las clases .), la desescolarización, absentísmo y abandono escolar de los alumnos durante el período de la escolarización obligatoria, la traducción lingüística y la interpretación sociocultural, etc. Al ser una práctica nueva está aún llena de interrogantes, pero al notar que no se está produciendo paralelamente una reflexión y clarificación de sus fundamentos, nos parecía un momento pertinente para examinar su desarrollo, así como la repercusión de la misma en el seno de la comunidad educativa. Mientras el marco teórico tiene una cuenta experiencias internacionales y otros estudios realizados (Quebec y Francia), el trabajo empírico de la investigación se ha circunscrito a toda Cataluña. Éste ha consistido en entrevistas en profundidad a mediadores o personas que ejercen este papel aunque no reciban este nombre, como también a coordinadores y formadores de cursos sobre mediación intercultural (en total 44), y, a la vez, se ha complementado con una encuesta a docentes de primaria y de educación secundaria obligatoria (n=740), que nos han proporcionado su percepción del mediador y la mediación en las instituciones escolares.
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Arco, Bravo Isabel del. "Curriculum y educación intercultural elaboración y aplicación de un programa de educación intercultural." Doctoral thesis, Universitat de Lleida, 1999. http://hdl.handle.net/10803/8303.
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Iglesias, Vidal Edgar. "L’educació intercultural a les organitzacions d’educació en el lleure de base comunitària." Doctoral thesis, Universitat Autònoma de Barcelona, 2014. http://hdl.handle.net/10803/284923.
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A partir d’aquesta tesi doctoral pretenem contribuir a l’enfortiment de la dimensió intercultural a les organitzacions d’educació en el lleure de base comunitària, a partir d’identificar les condicions que avui en dia, afavoreixen o dificulten el desenvolupament de la interculturalitat. Per educació en el lleure de base comunitària ens referim a entitats amb una llarga trajectòria educativa a Catalunya, des d’una base de treball educatiu amb i per la comunitat.
En concret, hem considerat i confeccionat una mostra intencionada a partir de 2 centres oberts, 2 esplais i 2 agrupaments escoltes en contextos multiculturals. S’han realitzat un total de 31 entrevistes semi-estructurades, desglossades de la següent manera: 12 a educadors/es, 11 a joves i 8 a famílies. També, hem realitzat un grup de discussió amb representació educativa de cada una de les organitzacions, i un grup de discussió a experts educatius. També, ho hem combinat amb anàlisi de documents aportats per les organitzacions.
Fruit de l’anàlisi crítica del discurs, s’aporten 42 resultats que estructurem segons quina sigui la seva naturalesa: context organitzatiu, variables de la diversitat, context educatiu i impacte de la interculturalitat. Posteriorment, presentem 13 conclusions en els mateixos àmbits, i les relacionem a partir d’un model de canvi organitzatiu, en condicions favorables o desfavorables a la interculturalitat. Entre d’altres aspectes, les conclusions posen de relleu la importància de promoure processos formatius en interculturalitat segons alguns continguts específics que incorporin el gènere, les diferents visions de la interculturalitat o eines pel foment de mesures d’atenció a la diversitat.
Finalment, presentem una proposta d’instrument que s’orienta al diagnòstic de la intercultural des d’una perspectiva del seu desenvolupament organitzatiu. En ella, identifiquem diferents indicadors que des de diferents àmbits, situen a l’organització educativa en potencialment 4 escenaris en relació a la interculturalitat: reactiu, proactiu, expressiu i expansiu.From now on, this doctoral thesis tries to provide strength to the intercultural dimension in educational organizations in leisure-based community, since identifying the conditions that, today, favor or hinder intercultural development. By education in leisure-based community we understand organizations along long-term trajectories in Catalonia, that evidence a base of educational work with and for the community. Specifically, we have considered and used an intentional sample of 2 centres oberts (leisure educational space where most of young people are linked to social services), 2 esplais (similar to scout) and 2 scouts in multicultural contexts. In total, 31 semi-structured interviews are conducted: 12 were carried out on educators, 11 on young people and 8 on families. Likewise, a focus group was used with educational representation of each organization, and another one with educational experts. These two methods were reinforced with the analysis of internal documents. The fruit of critical analysis of speech are 42 outcomes ---organized into their nature: organizational context, diversity variables, educational context and the impact of interculturality. Afterwards, we show 13 conclusions in the abovementioned natures, relating them to a model for organizational change, in favorable or unfavorable conditions for interculturality. Among other key aspects, conclusions highlight the importance of promoting intercultural training processes according to specific contents that add gender, different intercultural visions or tools for improving measures in attention to diversity. Finally, we show an instrument proposal that tends towards the diagnosis of interculturality from an organizational development perspective. In this sense, we identify different indicators that, from various fields, place educational organization among –and potentially- 4 stages according to interculturality: reactive, proactive, expressive and expansive.
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Benet, Gil Alicia. "Construyendo una universidad intercultural inclusiva." Doctoral thesis, Universitat Jaume I, 2019. http://hdl.handle.net/10803/666682.
Full textAbstract:
Esta investigación tiene por objeto identificar el estado actual de las culturas, las políticas y las prácticas de la comunidad educativa de la Universitat Jaume I en el marco de la universidad intercultural inclusiva. Se trata de un estudio que se enmarca dentro de la investigación cualitativa y la metodología empleada es el estudio de caso. A grandes rasgos, los resultados muestran como, aunque la universidad tiene voluntad de garantizar la atención a la diversidad, aún se basa en un modelo más integrador que inclusivo. Como conclusión, podemos decir que es necesario que la universidad afronte una serie de desafíos como la incorporación del modelo en el ideario; generar una política inclusiva que englobe a todos los servicios, planes y programas; y la valoración de la docencia promoviendo la formación del profesorado como un elemento indispensable.The purpose of this work is to identify the current state of the cultures, policies and practices of Universitat Jaume I's educational community within the framework of the inclusive intercultural university. This research uses a qualitative case study methodology. To this day, the university, although it is willing to guarantee attention to diversity, is still based on a more integrative model than an inclusive one. In conclusion, Universitat Jaume I has a deep vocation for being an inclusive university, but it is necessary that the institution addresses some challenges, such as the incorporation of the model in the ideology; generate an inclusive policy that encompasses all services, plans and programs; and the evaluation of teaching practices, promoting faculty training as an indispensable element.
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PASTA, STEFANO. "PREGIUDIZIO 2.0. FORME DI INTOLLERANZA NELLA CULTURA GIOVANILE CONTEMPORANEA. MODELLI TEORICI E PRATICHE EDUCATIVE." Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10968.
Full textAbstract:
La ricerca affronta il tema delle manifestazioni di “pensiero prevenuto” nell’ambiente digitale, spesso collegate a performance razziste “banalizzate” e socialmente condivise. Per individuare risposte educative specifiche e buone prassi di intervento, è necessario analizzare le diverse forme assunte dal pregiudizio in Rete alla luce degli aspetti affettivo-emotivi e non solo razionali.
L’ambiente di ricerca è il Web 2.0, inteso come “realtà aumentata”, ovvero uno spazio non contrapposto al reale ma segnato dalle proprie specificità. Si è individuato un corpus di “razzismi online” da sottoporre a un’analisi di tipo qualitativo-testuale attraverso il software T-Lab e, in parallelo, a un’analisi di tipo qualitativo-motivazionale. I risultati ottenuti sono stati quindi interpretati alla luce di una duplice bibliografia: da un lato quella della pedagogia interculturale e degli studi classici sui razzismi, dall’altro quella sulle caratteristiche del digitale, della pragmatica della comunicazione online e della Media Education.
Durante la ricerca si sono inoltre svolte – con esiti differenti – alcune conversazioni via Ask.fm con adolescenti contattati poiché, in vario modo, avevano preso parte a performance razziste; oltre che come caso studio di etnografia virtuale, viene proposto come esperimento di educazione alla riflessività.
Si noterà come dalla banalizzazione delle tesi razziste e dalla deresponsabilizzazione dello “stare in Rete” deriva un recupero implicito dell’istanza biologica, su basi non scientifiche, svuotate di senso, ma paradossalmente accettate e interiorizzate. D’altro canto, si incontrano svariati esempi di attivazione di “cittadini digitali”; anche a partire da questo “capitale antirazzista”, si sottolineerà il ruolo dell’educazione alla cittadinanza – interculturale, digitale e morale – nel formare soggetti e agenti morali nella mediapolis, affermando il valore della responsabilità verso gli altri.The study deals with the topic of manifestations of “prejudiced thought” in the digital environment, which are often linked with “banalised” racist and socially shared performances. In order to identify specific educational responses and good practices of intervention, the various forms taken by prejudice on the Web in the light of affective-emotive, and not only rational, aspects have to be analysed. The research environment is Web 2.0, understood as “augmented reality”, i.e. a space that is not opposed to reality but marked by its own specificities. A corpus of “online racism” has been identified to be submitted to a qualitative-textual analysis through T-Lab software and, in parallel, a qualitative-motivational type of analysis. The results obtained were then interpreted in the light of a dual bibliography: on the one hand that of intercultural pedagogy and classic studies on racism, on the other that on the characteristics of the digital environment, the pragmatics of online communication and of Media Education. Some conversations were also carried out during the research – with different outcomes – via Ask.fm with adolescents contacted as, in various ways, they had taken part in racist performances; as well as a case study of virtual ethnography, this is proposed as an experiment on education on reflectivity. It will be noticed how an implicit recovery of the biological question, with non-scientific bases, emptied of meaning, but paradoxically accepted and internalised, derives from the banalisation of racist theories and the lack of a sense of responsibility of “being on the Web”. On the other hand, several examples of activating “digital citizens” are encountered; from this “antiracist capital” as well, the role of education for citizenship – intercultural, digital and moral – in forming subjects and moral agents in the mediapolis, asserting the value of responsibility towards others, will also be emphasised.
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Igual, Calvo M. Jesús. "Polítiques educatives en contextos interculturals comunitaris." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/482212.
Full textAbstract:
L’objectiu de la tesi és mostrar com es tradueixen en pràctiques les línies polítiques i normatives i com els diferents agents educatius de la comunitat articulen i planifiquen actuacions i condicions per dur a terme aquestes pràctiques. Aquesta tasca es realitza a partir de la descripció de les actuacions i les condicions que afavoreixen i dificulten la planificació i el desenvolupament de recursos educatius per a la interculturalitat i la inclusió social, des del punt de vista dels agents que conflueixen en un context educatiu de comunitat.
La tesi es divideix en dues parts, la primera de les quals consta de cinc capítols: quatre on es fa la fonamentació teòrica i un cinquè on s’explica la fonamentació metodològica. Aquesta primera part inclou la fonamentació sobre el context de crisi global, i les polítiques socials i educatives per a la interculturalitat i la inclusió social i educativa. També s’hi fa una aproximació al discurs de l’educació intercultural i s’estudia el concepte de comunitat i el ressorgiment amb força de la idea de comunitat com a espai de trobada i espai on es produeixen mediacions educatives.
Dins de la primera part, en l’apartat B, el capítol cinquè presenta la fonamentació metodològica de la tesi des de la metodologia qualitativa. D’altra banda, el mètode emprat és descriptiu en clau d’estudi de cas. Pel que fa al disseny de la recerca i a les tècniques per a la recollida de dades, per a la categorització i per a l’anàlisi de documents, són les pròpies de la recerca qualitativa: l’entrevista semiestructurada i l’anàlisi de documents.
El procediment per convertir les dades qualitatives en coneixement ha consistit en la categorització de les unitats d’informació i l’anàlisi de contingut mitjançant el programari Nvivo. S’han categoritzat i codificat els plans per a la integració i la construcció de ciutadania i les entrevistes realitzades a agents que treballen en l’àmbit educatiu des dels centres educatius, a tècnics municipals d’educació i a entitats que treballen per millorar les condicions de vida en la comunitat. També s’han establert correlacions amb les dades primàries per tal de construir conceptes i relacions.
Quant a la fiabilitat i la validesa de les dades, aquesta s’ha corroborat mitjançant l’ús del programari, la triangulació de les dades i la construcció de conjunts interrelacionats a partir del coeficient de Jacard.
Els resultats de la recerca indiquen que els agents educatius que treballen en el dia a dia han dut a terme una tasca de planificació i acció educativa important, en l’àmbit escolar, socioeducatiu i comunitari. Els documents normatius i les polítiques han contribuït a aquesta tasca, atès que s’han optimitzat les metodologies de treball tot construint xarxes de treball conjunt amb la implicació dels agents de l’Administració i d’entitats del tercer sector. Cal continuar treballant des de l’educació intercultural comunitària per a la millora de la igualtat d’oportunitats, per a la construcció de les identitats complexes i per a la comunicació intercultural en un marc de construcció de la participació ciutadana.This thesis aims to show how political and regulatory guidelines are translated into practice and how different educational agents in the community articulate and develop actions and conditions to carry out those practices. It does so by describing, from the point of view of the different agents that come together in the educational context of the community, the actions and conditions that facilitate and impede the planning and development of educational resources for interculturality and social inclusion. The thesis is divided into two parts, the first consisting of five chapters: four that lay the theoretical groundwork and a fifth that details the methodological framework. The first part outlines the thesis’s foundation in the context of global crisis and the existing policies for social and educational interculturality and social and educational inclusion. It approximates the discourse on intercultural education and it situates the concept of community and the strong resurgence of the idea of community as the meeting place and space where educational mediations occur. The methodology employed is qualitative and the method is descriptive, looking at a case study and analysing the regulatory documents. Content analysis was employed for the data analysis and the program Nvivo was used for the treatment of the data, the plans for integration and construction of concepts of citizenship, and the interviews with agents that work in education in educational centres, municipal education employees and entities that work to improve quality of life in the community. The results of the research indicate that important work has been carried out by those involved in education on a day-to-day basis. Regulatory documents and policies have also contributed to this work because they have optimized working methodologies while constructing collaborative working networks with the implication of agents from local administration and third-sector entities. The intercultural community education sector must continue to work to improve equality of opportunity, the construction of complex identities, and intercultural communication within the framework of citizen participation. In the second part, Chapter Six presents the documentary analysis of the plans and programs for integration and the inclusion of immigration that have, over the past decades, oriented the actions of social and educational policy and the interrelation of the different sources analysed throughout the course of the research. It also describes the conceptual evolution of plans for the citizenry and for immigration, which are documents that arise from policy and also act as reference for new policies introduced for the integration and the inclusion of immigration in Catalonia. In this chapter, we lay out the fundamentals for the procedures and validate the results in relation to the context of the data from the different sources analysed and the methodology employed. In Chapter Seven, examples are presented of the data gathered from the interviews, with the aim of relating the original theoretical assumptions with the defined objectives, the established categories, and the contributions, evaluations and opinions of the different actors in relation to the research questions that were posed for the case study. This chapter also contains a final summary and conclusion section about the case study. The last chapter summarizes the conclusions from the data analysis and from the dialogue established with the different community actors, representatives of educational centres, local government employees and community agents, then goes on to make brief recommendations and set out possible lines of action for the generation of processes to strengthen the component of intercultural pedagogy in the community.
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Sánchez, Fontalvo Iván Manuel. "Educación para una ciudadanía democrática e intercultural en Colombia." Doctoral thesis, Universitat de Barcelona, 2006. http://hdl.handle.net/10803/2348.
Full textAbstract:
Educar para una ciudadanía democrática e intercultural en Colombia requiere formar al profesorado que labora en instituciones educativas ubicadas en contextos diversos culturalmente pero con claros signos de marginalidad socioeconómica. En esta tesis, desarrollar esta formación del profesorado ha requerido previamente la detección y análisis de sus necesidades formativas en relación al tema que nos ocupa, y a partir de allí elaboramos un programa de formación lo más ajustado posible a sus intereses y expectativas, el cual aplicamos, evaluamos y mejoramos.Planteamos los siguientes objetivos: 1) Analizar las necesidades formativas del profesorado de básica secundaria y media académica que labora en instituciones educativas ubicadas en contextos multiculturales y con problemas de desigualdad e injusticia social, en relación a las dimensiones que subyacen a la ciudadanía democrática e intercultural. 2) Elaborar un programa de formación del profesorado de básica secundaria y media académica, que permita contribuir desde las instituciones educativas en la construcción de una ciudadanía democrática e intercultural, partiendo de las necesidades formativas detectadas. 3) Realizar una investigación evaluativa participativa del programa de formación del profesorado de básica secundaria y media académica en educación para una ciudadanía democrática e intercultural en Colombia.
Para desarrollar los objetivos realizamos un diagnóstico de necesidades formativas, y una investigación evaluativa de carácter participativo de un programa de formación permanente del profesorado. Desde esta perspectiva nuestro diseño metodológico está compuesto por las siguientes fases:
· Fase 1. Estudio diagnóstico
· Fase 2. Elaboración del programa de formación del profesorado
· Fase 3. Aplicación y evaluación participativa del programa de formación
La fase diagnóstico se desarrolló en un primer estudio inicial exploratorio con profesorado de una sola institución educativa, y en un segundo estudio con profesorado de cuatro instituciones educativas, haciéndolo confirmatorio de las necesidades halladas en el primero y comparativo al hacerse con profesorado de varias instituciones. La información la recogimos mediante grupos de discusión.
En la segunda fase, que consistió en la elaboración de un programa de formación que estuviese en sintonía con las necesidades detectadas, nos fundamentamos en las dimensiones que analizamos en la primera fase: el sentimiento de pertenencia cultural y político; la competencia ciudadana y la participación ciudadana.
Finalmente, la tercera y última fase correspondió a una investigación evaluativa de carácter participativo, creamos dos grupos de profesorado de dos instituciones educativas, un grupo por cada institución, y proseguimos a hacer una evaluación inicial del contexto, una evaluación del proceso y una evaluación de resultados, buscamos permanentemente la mejora del programa, y sus repercusiones positivas en el profesorado e institución educativa. La información la recogimos mediante el análisis de documentos de las instituciones educativas, entrevista a una líder de la comunidad, observación participante al profesorado, entrevistas en profundidad al profesorado y la aplicación de un cuestionario de preguntas abiertas al profesorado.
Los principales resultados obtenidos de la tesis son los siguientes: 1) La detección de necesidades formativas del profesorado en torno a formar ciudadanos interculturales y democráticos. 2) Un programa de formación permanente contextualizado a la realidad del profesorado en ejercicio que labora en contextos multiculturales y con problemática social. 3) En contextos multiculturales y con problemática social y democrática, el profesorado requiere comprender a fondo esos contextos, construir identidad cívica compartida entre ellos y ellas, y a partir de allí, trabajar por el bienestar de su comunidad educativa. 4) El profesorado en ejercicio da sentido al cambio no solo porque es importante en su práctica pedagógica, sino que al ser críticos de la realidad, ésta les invita a organizarse y orientar el proyecto educativo a las necesidades, intereses y aspiraciones de la comunidad donde laboran.
To educate for a Colombia's democratic and intercultural citizenship, it is necessary to form to the teaching post who work in the schools in different cultural contexts with socioeconomic exclusion. In this thesis, it has been detected forming needs, from which it has been elaborated a forming program according to the teachers' interests and expectations. After, it was evaluated and improved.
Our objectives are: 1) To analyze the secondary schools' teachers' forming needs, who work in schools located near multicultural contexts with social unfairness. 2) To elaborate a teachers' forming program in the schools that helps to build up a democratic and intercultural citizenship beginning from the teachers' forming needs. 3) To do a participative evaluative research of the teachers' forming program for a Colombia's democratic and intercultural citizenship.
To get these objectives it was done needs forming diagnosis and teachers' forming program participative evaluative research. Our methodological design has the next stages:
1. Diagnosis study.
2. The teachers' forming program development.
3. Participative evaluation of the forming program.
The diagnosis study was developed in a first exploratory study with the teaching staff in one school, the second exploratory study with teachers of four schools. The forming needs found in the second study confirmed the first one. The information was collected through discussion groups.
In the second stage, a forming program was elaborated according to the needs found in the first stage. The dimensions to analyse were: the cultural and political membership feeling, the civic competence and the civic participation.
Finally, there were created two groups in two different schools. It was evaluated the context, the process and the results, besides the program was improved. The information was collected through documental analysis, interview to a community's leader, participant observation, interviews to the teachers and an open questions questionnaire to ten teachers.
The main results were: 1) The detection of teachers' forming needs to form intercultural and democratic citizens. 2) A contextualized permanent forming program to the teachers' reality in multicultural contexts and social problems. 3) The construction of a civic identity and working for the welfare of the educational community. 4) The teachers give meaning to the change because by being critical with their reality, they can organize and guide the educational project to the needs, interests and aspirations of the community where they work.
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Paillacoi, Coliñir Teresa Inés. "Hacia un diálogo intercultural en educación desde la comprensión del saber mapuche." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/461056.
Full textAbstract:
“Hacia un diálogo intercultural en educación desde la comprensión del saber mapuche” es una investigación que busca comprender el significado que personas mapuches atribuyen a sus experiencias educativas comunitarias y conocer prácticas educativas interculturales de profesores mapuches que trabajan en el contexto escolar. Desde la búsqueda de comprensión de otras formas de educar, de pensar y de hablar, se abre la posibilidad de volver a pensar la escuela para construir una educación que sea significativa y situada para estudiantes diversos culturalmente.
Este viaje indagatorio se ha inspirado en la fenomenología hermenéutica, en la hermenéutica diatópica y en el inatuzugun –un modo de investigación propio mapuche-‐ ya que solo desde una metodología intercultural ha sido posible generar un acercamiento entre dos universos de sentidos diferentes y un diálogo de saberes en el ámbito educativo. Abordarla desde esta perspectiva ha derivado en un modo diferente de acceder al fenómeno de estudio, pero sobretodo en una experiencia formativa y educativa, donde me he visto transformada sin haberlo pretendido, llevándome de un lugar a otro y mostrándome paisajes que antes no conocía.
Horizontes nuevos que hablan de una educación que no existe en un sentido abstracto sino práctico, que hablan del xemümün como un “hacer crecer” y del kimeluwün como un “hacer saber”, educación para vivir y para convivir en un mundo donde el ser humano está relacionado con muchos otros sujetos que también reclaman su lugar en el nudo de relaciones. Paisajes que muestran el trabajo de educadores mapuche que pese a las dificultades se esfuerzan por tender puentes entre la comunidad mapuche y la escuela, y entre sus experiencias de formación comunitaria y la formación docente. Experiencias que nos invitan a aprender y a remirar nuestros presupuestos y nuestra forma de comprender la educación.“Hacia un diálogo intercultural en educación desde la comprensión del saber mapuche” ["Towards an intercultural dialogue in education from the understanding of mapuche knowledge"] is a study that seeks to understand the meaning given by mapuche peoples to their community educational experiences and learn the intercultural educational practices of mapuche teachers working in school environments. Based on the search for an understanding into other ways of educating, thinking and speaking, the possibility arises to think of schools once again in order to build an education that is significant and well-placed for culturally diverse students. This investigatory journey was inspired by hermeneutical phenomenology, by diatopical hermeneutics and by the inatuzugun –a mapuche form of research- because only from intercultural methodology has it been possible to generate a proximity between two worlds of different meanings and a dialogue of knowledge in the educational environment. Covering it from this perspective has led to a different way of accessing the phenomenon of study, but above all to a learning and educational experience, where I have been unconsciously transformed and taken from one place to another, showing me previously unknown landscapes. New horizons that talk about an education that does not exist in an abstract sense but only a practical sense, that talk about xemümün as “helping to grow” and about kimeluwün as “helping to learn”, education to live and to coexist in a world where mankind is related with many other subjects that also claim their place in the network of relationships. Landscapes that show the work of mapuche educators who, despite the difficulties, seek to build bridges between the mapuche community and the school, and between their community education and teacher training experiences. Experiences that invite us to learn and to take another look at our proposals and our way of understanding education.
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Marilaf, Cortés Cristian Rodrigo. "La Educación Intercultural Bilingüe en Chile desde la mirada mapuche." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/461014.
Full textAbstract:
La Educación Intercultural Bilingüe en Chile desde la mirada mapuche, es el título de una tesis doctoral que ha buscado comprender el modo en que se vive la relación educativa, la lengua –mapuzugun- y el saber educativo en la Educación Intercultural Bilingüe de escuelas situadas en comunidades mapuche del sur de Chile. Escuelas que trabajan con este programa que ha sido pensado para que niños y niñas pertenecientes a distintos pueblos originarios, aprendan a desenvolverse satisfactoriamente en su sociedad de origen como en la sociedad global.
Esta investigación se ha asumido como una experiencia que remite a dos dimensiones, como un proceso educativo y formativo (Simons y Masschelein, 2006) donde he estado expuesto a la posibilidad de transformación en mi papel de investigador (Hizmeri, 2016), y como una forma de acercarme al quehacer educativo intercultural bilingüe, desde un diseño mixto simultaneo; estudio por encuesta y perspectiva fenomenológica-hermenéutica como posibilitadores para comprender la realidad educativa. Da cuenta sobre cómo llegué a plantear que esta investigación debía estar pensada de “otro modo”, desde un pensamiento y saber mapuche, porque formaba parte del quehacer educativo intercultural, de mi experiencia personal y profesional, pero sobre todo de las experiencias de vida de niños y niñas mapuches, sus familias y sus comunidades.
Plantear este viaje indagatorio desde una mirada mapuche se fundamenta en la idea de la inconmensurabilidad de las culturas (Panikkar, 2002; Estermann, 2006), en la convicción que para avanzar hacía un diálogo intercultural en educación se debía partir también desde un diálogo investigativo, y en el reconocimiento a la alteridad, que permitió una aproximación a un modo de vida relacional y comunitaria mapuche y a la experiencia de práctica intercultural de los actores involucrados.La Educación Intercultural Bilingüe en Chile desde la mirada mapuche [Intercultural Bilingual Education in Chile from a mapuche viewpoint] is the title of a doctoral dissertation seeking to understand the way in which the relationship with education, the language –mapuzugun- and educational knowledge is experienced in the Intercultural Bilingual Education of schools located in mapuche communities in southern Chile. Schools working with this programme that has been designed to prepare children belonging to different indigenous peoples to cope appropriately both in their society of origin and in society as a whole. This research was undertaken as a two-sided experience, as an educational and learning process (Simons and Masschelein, 2006) where I was given the chance to transform into my role as a researcher (Hizmeri, 2016), and as a way of approaching the intercultural bilingual educational endeavour from a simultaneous, mixed design, with survey studies and a phenomenological-hermeneutical perspective as ways of understanding the educational situation. It accounts for how I reached the conclusion that this research should be studied in "another way", from a mapuche stance and awareness, as it formed part of the intercultural educational endeavour, of my personal and professional experience and, above all, of the life experiences of mapuche children, their families and their communities. Posing this investigatory journey from a mapuche viewpoint is based on the idea of the incommensurability of cultures (Panikkar, 2002; Estermann, 2006), on the certainty that progressing towards an intercultural dialogue in education must also be based on investigatory dialogue, and on the acknowledgement of otherness, allowing for proximity to a way of relational and mapuche community life and to the experience of intercultural practice by the players involved.
Books on the topic "Educaţie interculturală"
1
Cucoș, Constantin. Educația: Dimensiuni culturale și interculturale. București: Polirom, 2000.
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2
Colonnello, Pio, and Stefano Santasilia. Intercultura, democrazia, società: Per una società educante. Milano: Mimesis, 2012.
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3
Rob, Thoolen, ed. Verre podia naderbij: Educatief reizen of cultureel toerisme. Den Haag: Centrum voor de Studie van het Onderwijs in Ontwikkelingslanden, 1991.
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4
Multicultural and ethnic children's literature in the United States. Lanham, MD: Scarecrow Press, 2008.
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5
Atitudini interculturale ale elevilor claselor primare : Studiu monografic. Ch.: [S.n.], 2012.
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6
"Educaţia incluzivă: dimensiuni, provocări, soluţii", conferinţă ştiinţifico-practică internaţională (6 ; 2021 ; Bălţi). Educaţia incluzivă: dimensiuni, provocări, soluţii : Materialele Conferinţei ştiinţifico-practice internaţionale, Ediţia a 6-a, 3 decembrie 2021. Bălţi: [s. n.], 2021.
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7
Nanni, Silvia. Educare oltre confine. Storie narrazioni intercultura. FrancoAngeli, 2015.
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8
Román, Cristóbal Ruiz. Educacin intercultural: Una visión crítica de la cultura. Editorial Octaedro, S.L., 2003.
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Austin, Allan W. “Let’s Do Away with Walls!”. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037047.003.0002.
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This chapter illustrates the American Friends Service Committee's (AFSC) early efforts to promote interracial relations, thereby setting the stage for later AFSC activism. Connecting interracial activism to pacifism while working in a highly charged atmosphere of nativism and racism (both in the wider society and among Friends themselves), AFSC staffers believed that the Inner Light—the belief that each individual has “that of God within”—created the potential to educate and thus reform individuals through carefully engineered intercultural connections designed to “do away with walls!” Such efforts would encourage Quakers to understand that international and interracial relationships are a vital part of religious life and thus move them to give active support to the practical, political measures which put peace principles into practice.
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Multicultural Education Cases For Teacher Problem Solving (Instructor's Edition). McGraw-Hill Education, 1993.
Find full textBook chapters on the topic "Educaţie interculturală"
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Valdiviezo, Laura A., and Jennifer Lee O'Donnell. "‘To Educate for Them in Different Ways': Defining Inclusion in Popular and Intercultural Education in Argentina and Peru." In The Sage Handbook of Inclusion and Diversity in Education, 468–80. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470430.n38.
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Campanale, Laura. "Migrazione stagionale, bilinguismo e politiche linguistico-educative nelle valli dei gelatieri." In Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-501-8/015.
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The following contribution analyses a particular form of bilingualism present in the mountains and foothills of Veneto (Belluno and Treviso), which originated from a century-old tradition of ice-cream makers’ seasonal migration to German-speaking countries. The children of ice-cream makers are also ‘naturally’ bilingual, although this is not given adequate recognition within educational policies.
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Stephens, Meredith. "Transferring Literacy and Subject Knowledge Between Disparate Educational Systems." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges, 118–48. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/6.
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This is a retrospective longitudinal study of the education of two Australian third culture kids who attended local Japanese schools from preschool to the first year of high school. This is a postmodern account, set in the 21st century, of transition to a radically different educational system. Many postmodern accounts describe obtaining an education in a new country due to migration in order to escape persecution (e.g. Antin, 1997; Hoffman, 1989). In contrast, the current study explores an alternative educational choice made by parents who had relocated to a remote region of Japan for employment. The choice to educate their children locally was due to both an interest in and respect for the local culture, as well as convenience. This account concerns their daughters’ experience of the Japanese public school curriculum from the first year of primary school to the first year of high school, and how this equipped them for the final two years of high school and beyond. In particular, it addresses the ways in which they viewed their learning in Years 11 and 12, and at the tertiary level in Australia, to have been influenced by their experiences of the Japanese curriculum.
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Ryan, Eugene. "Navigating Public Education in Japan for a Bicultural Child with Autism." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges, 218–40. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/9.
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When a bilingual child is diagnosed as being on the autistic spectrum, their parents suddenly find themselves faced with a bewildering range of seemingly urgent choices which emerge from the central idea of What is best for my child? For example, they must decide which place or environment looks like offering the best support, whether or not they should change or give up their jobs, and whether bilingualism itself is even tenable. Even when these key issues have been resolved, there is still the matter of how to raise and educate the child, and how to navigate the various challenges of the educational path that is chosen. In this chapter I will use the experiences of my family to illustrate some examples of the choices families in this situation are required to make. We are a British-Japanese family, settled in Japan, and all of us are fluent in English and Japanese. It will cover the time period from the autism diagnosis of our son at the age of four, to the present, a time span of around six years. During this time, our son has been educated in the local Japanese kindergarten and elementary school.
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Palacios Hidalgo, Francisco Javier. "An Approach for Providing LGBTI+ Education and Bridging the Language Gap." In Research Anthology on Inclusivity and Equity for the LGBTQ+ Community, 265–83. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3674-5.ch015.
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Intercultural education is acquiring great importance in today's education; among its considered elements, it is also starting to address gender/sexual identity as a way to counterattack prejudices and intolerant attitudes towards LGTBI+ people. However, it is still necessary to reconsider how to deal with these concepts from teacher training in an effective way so as to prepare these professionals to develop their work in an inclusive way. Teachers of English as a Foreign Language are ideal for addressing such concepts as the area allows relationships with several dimensions of life (e.g., literature, art, television). These teachers have to face the necessity to include LGTBI+ in their teaching practice, and to fight the language gap caused by social and economic disparities. This chapter revises how including the ESoPC approach in English teacher training helps integrate LGBTI+ issues to educate future generations in respect towards gender/sexual diversity and bridge the language gap.
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Palacios Hidalgo, Francisco Javier. "An Approach for Providing LGBTI+ Education and Bridging the Language Gap." In Advances in Linguistics and Communication Studies, 195–213. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1219-7.ch012.
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Intercultural education is acquiring great importance in today's education; among its considered elements, it is also starting to address gender/sexual identity as a way to counterattack prejudices and intolerant attitudes towards LGTBI+ people. However, it is still necessary to reconsider how to deal with these concepts from teacher training in an effective way so as to prepare these professionals to develop their work in an inclusive way. Teachers of English as a Foreign Language are ideal for addressing such concepts as the area allows relationships with several dimensions of life (e.g., literature, art, television). These teachers have to face the necessity to include LGTBI+ in their teaching practice, and to fight the language gap caused by social and economic disparities. This chapter revises how including the ESoPC approach in English teacher training helps integrate LGBTI+ issues to educate future generations in respect towards gender/sexual diversity and bridge the language gap.
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Meletiou-Mavrotheris, Maria, and Efi Paparistodemou. "SMASH." In Cases on Inquiry through Instructional Technology in Math and Science, 73–98. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0068-3.ch004.
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Acknowledging the central role of parents in children’s learning, the EU-funded project SMASH aims to raise the educational standards of European youth in mathematics and science by cultivating underlying home cultures as springboards for learning. The project consortium has developed, pilot tested, and delivered an innovative intercultural parent-trainer training course and related resources for professionals involved in parent education initiatives. Through the adoption of a blended learning approach that combines e-learning with physical meetings, the course equips these professionals with current knowledge, techniques, and implementation tools for the provision of high-quality, inquiry-based parent training in mathematics and science education. Individuals completing the course are trained to offer programs designed to educate parents of elementary and middle school children (ages 6-15) in how to best support their child’s mathematics and science learning at home using pedagogically sound strategies and technologies. Parents unable to attend parent-training sessions could still study independently using the project information base, which provides open access to the project’s outputs and resources.
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Zavala, Virginia. "Sobre cl�sicas y nuevas divisiones: reflexiones desde la formaci�n de docentes ind�genas en educaci�n intercultural biling�e." In Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders, 179–97. Editorial Pontificia Universidad Javeriana; The WAC Clearinghouse, 2019. http://dx.doi.org/10.37514/int-b.2019.0421.2.08.
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Łupicka, Anna. "Future competences in times of an economic crisis." In Towards the „new normal” after COVID-19 – a post-transition economy perspective, 223–33. Wydawnictwo Uniwersytetu Ekonomicznego w Poznaniu, 2021. http://dx.doi.org/10.18559/978-83-8211-061-6/iii2.
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Purpose: The aim of the chapter is to present the competence patterns before and during the economic crisis and to determine the importance of individual competences for doing business in a turbulent environment. In many sectors of the economy, global changes triggered by Covid-19 called into question the use of existing sets of competences needed to run businesses effectively in supply chains. The continuous improvement of supply chains – or lean and agile management – will no longer work in current conditions. Faced with an increasingly unstable economy triggered by a global pandemic, many economists ask whether the existing competence patterns in companies or supply chains remain appropriate and proper for the current economic situation. Design/methodology/approach: In 2017, a survey was conducted among selected experts in the pharmaceutical sector. The same questionnaire distributed in September 2020, during the Covid-19 pandemic. The experts were highly qualified managers employed in transnational companies. The 10 respondents were asked to indicate selected competencies. The choice of the pharmaceutical sector was motivated primarily by its specific characteristics as it is particularly important not only economically but also socially, by providing life-saving medicines. Findings: Technical competences are becoming the necessary ones. This is due to the need for self-sufficiency in lockdown situations, when it is difficult to find external employees and the possibility of outsourcing skills. In the case of managerial competence, it is clear that creativity and entrepreneurial thinking have increased in importance. When analyzing social competences, what comes to the fore is diversity of intercultural skills: foreign language skills, the ability to compromise, the ability to transfer knowledge, and finally, the ability to adapt to change. Originality and value: This chapter answer what competences seem necessary for future managers in the pharmaceutical industry in a turbulent environment, which is crucial for research and teaching centers who seek to educate future managers at the highest level of specific competences and skills. Due to the dynamic development of the industry, the text identifies the needs in the areas of technical, managerial, and social skills.
Conference papers on the topic "Educaţie interculturală"
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Harris, Jessica M., Minjung Seo, and Joshua S. McKeown. "Global Competency Through Collaborative Online International Learning (COIL)." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13080.
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AbstractThere is a need for college students to develop global perspectives and gain cultural awareness to become responsible global citizens. Innovative ways to create such experiences are known as Collaborative Online International Learning (COIL experiences). COIL is a voluntary partnership between professors in different countries collaborating on jointly-constructed learning experiences to enhance international and intercultural understanding. The purpose of this article is to highlight a successful COIL partnership between students from SUNY Oswego in New York and The Hague University of Applied Sciences in the Netherlands during the COVID-19 pandemic. 35 students participated in the experience that served as a platform to educate students through a health educator’s unique cultural lens. Benefits from the experiences regarding global outcomes showed that both US students (n=70.6%) and Holland students (n=61.1%) felt that they gained the appropriate skills and knowledge to use in their future careers. 70.6% of US and 61.2% of Holland students reported that the COIL experience introduced them to a new outlook and new ways of thinking about how they relate to the world. The current COVID-19 pandemic has created an opportunity to rethink education pathways and integrate global learning in our classrooms.Keywords: Global learning; COIL; Partnerships, Collaboration
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Smith, Valance, James Smith-Harvey, and Sebastian Vidal Bustamante. "Ako for Niños: An animated children’s series bridging migrant participation and intercultural co-design to bring meaningful Tikanga to Tauiwi." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.142.
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This presentation advances a case study for an ongoing intercultural animation project which seeks to meaningfully educate New Zealand Tauiwi (the country's diverse groups, including migrants and refugees) on the values, customs and protocols (Tikanga) of Māori (the indigenous people of Aotearoa New Zealand). Ako For Niños (‘education for children’), implemented by a migrant social services organisation and media-design team, introduces Latin American Tauiwi to Tikanga through an animated children’s series, developed with a community short story writing competition and co-design with a kaitiaki (Māori guardian/advisor). Māori are recognised in Te Tiriti o Waitangi (the founding document of New Zealand) as partners with Pākeha (European New Zealanders), and Māori knowledge and Tikanga are important to society and culture in Aotearoa. Notwithstanding, there has been a historic lack of attention paid to developing meaningful understandings of Māori perspectives for New Zealand Tauiwi. Ako For Niños endeavours to address current shortages of engaging resources on Māori worldviews for Tauiwi communities, create opportunities for Tauiwi to benefit from Māori epistemologies, and foster healthy community relationships between Māori and Latin American Tauiwi. Through the project’s short story competition, Tauiwi were given definitions of Tikanga through a social media campaign, then prompted to write a children’s tale based on one of these in their native language. This encouraged Tauiwi to gain deeper comprehension of Māori values, and interpret Tikanga into their own expressions. Three winning entries were selected, then adapted into stop-motion and 2D animations. By converting the stories into aesthetically pleasing animated episodes, the Tikanga and narratives could be made more captivating for young audiences and families, appealing to the senses and emotions through visual storytelling, sound-design, and music. The media-design team worked closely with a kaitiaki during this process to better understand and communicate the Tikanga, adapting and co-designing the narratives in a culturally safe process. This ensured Māori knowledge, values, and interests were disseminated in correct and respectful ways. We argue for the importance of creative participation of Tauiwi, alongside co-design with Māori to produce educational intercultural design projects on Māori worldviews. Creative participation encourages new cultural knowledge to be imaginatively transliterated into personal interpretations and expressions of Tauiwi, allowing indigenous perspectives to be made more meaningful. This meaningful engagement with Māori values, which are more grounded in relational and human-centred concepts, can empower Tauiwi to feel more cared for and interconnected with their new home and culture. Additionally, co-design with Māori can help to honour Te Tiriti, and create spaces where Tauiwi, Pākeha and Māori interface in genuine partnership with agency (rangatiratanga), enhancing the credibility and value of outcomes. This session unpacks the contexts informing, and methods undertaken to develop the series, presenting current outcomes and expected directions (including a screening and exhibition). We will also highlight potential for the methodology to be applied in new ways in future, such as with other Tauiwi communities, different cultural knowledge, and increased collaborative co-design with Māori.