Autonomía(s) e interculturalidad en un modelo de gestión cultural “otro”

Mainly, this model seeks the rupture of “the monopolic and totalizing culture” and in that way, to guarantee not only intercultural dialogues but also our own acquisition of realities and contexts coming from the cultural managers, with the purpose of being able to transform them.

Filosofía latinoamericana en la época de la globalización: colonialidad, interculturalidad y filosofía de la liberación

Este trabajo parte de la periodización del pensamiento latinoamericano del último medio siglo, en tres fases. La autora se detiene en algunas expresiones de la filosofía latinoamericana de la última de estas fases: la globalización, desde el estudio de dos posturas: la de “repensar el imperialismo” y la del “regreso al humanismo”, que proponen Walter Mignolo y Raúl Fornet Betancourt, respectivamente. Además, vincula estas perspectivas con los debates sobre la filosofía de la liberación de décadas anteriores y sugiere la necesidad de construir un nuevo proyecto filosófico, antropológico y social.

La enseñanza de las lenguas indígenas en Costa Rica

Se hace un planteo de la situación general de las poblaciones indígenas en Costa Rica, en relación con la situación específica de sus lenguas y las gestiones llevadas a cabo en instituciones académicas y entidades del Estado. Se analizan factores sociales y pedagógicos implicados en el complejo proceso de la interculturalidad; caso particular es el de la educación bilingüe.An overview is given of the general situation of indigenous populations in Costa Rica, specifically with relation to that of their languages and the actions being taken by academic institutions and the government. An analysis is provided of social and pedagogical factors implied in the complex process of interculturality; one particular case is that of bilingual education.

Beliefs, Teaching Practice and Proposals for the Attention of Cultural Diversity: the Case of a Costa Rican Teaching and Three Nicaraguans Infants

This article presents data from a research that studied a teacher belief regarding three Nicaraguan students. Specifically, presents findings related to teaching practice and its relation to diverse education proposals. It includes an analysis of four subcategories: daily dynamic of a teacher who works with infants of another culture, students’ assessment in the classroom, discipline strategies to children, and diverse beliefs and proposals. The data shows that, in the classroom, the teacher does not demonstrate different treatment to Nicaraguan and Costa Rican children, suggesting that equal treatment is the strategy per se used by the teacher to solve the issue of cultural diversity in the classroom. On the other hand, discipline is assumed by the teacher with scolding criteria, using a loud tone of voice and aggressive vocabulary.

Repensar la educación y la pedagogía: algunas reflexiones críticas

Certainly it becomes necessary to reflect on the school not only as a place of permanent cultural construction, influenced by multiple relationships, but also on how it becomes the place where these connections band together and set up new ones. In every analysis on education and pedagogies, it must not be left behind the fact that curricular designs explicit and condition the school practices. Likewise, these outlines also determine the intentionality of the teaching practices. These ideas constitute the basis guiding the reflections of this investigation, which more than appearing as theoretical issues, are actually visualized like practical possibilities. The arguments that are expressed here gather the most significant concerns conveyed by the authors. They account for the approximate outcome of the reading and the reflection on the personal teaching practice gained within the university classrooms and the experience of working with high school students.

Componentes teóricos para la comprensión de la pedagogía intercultural como práctica docente

Nowadays, a topic that arises in the educational domain as an answer to the demands of an increasingly diverse society which also demands processes of inclusion is, without a doubt, the concept of interculturalism. There are several conceptual approaches that are far from creating a pedagogy of interculturalism, specially when interculturalism is valued as a philosophy, which requires the development of a new teacher who is not only capable of recycling him/herself but who is also aware of the paradigmatic changes that interculturalism demands. The article presents an approach to the theoretical components for the understanding of intercultural pedagogy as an educational practice. It begins with a brief presentation of the current educational system, followed by the interpretation of human rights as a fundamental issue of human diversity, and certain approaches and clarification models for interculturalism in elementary school. Finally, the article briefly discusses some of teacher’s intercultural competencies in the face of such diversity.

La educación mediada por el mundo. Pistas para la promoción de prácticas educativas descolonizadoras

The educational processes are seen in this paper as “places” of colonization and freedom. Thus, the educational goals that have been assigned to education would condition the liberating possibilities of the teaching processes. As a result, the author suggests –from the interculturality paradigm– a series of keys for constructing both decolonized and decolonizing educational mediations.

El régimen jurídico de la educación intercultural en España

ResumenEste artículo define los conceptos de multiculturalismo y de interculturalidad como el marco para la integración de inmigrantes dentro del ordenamiento jurídico español. La interculturalidad es una solución al multiculturalismo (existencia de varias culturas en el mismo territorio). La interculturalidad es entendida como diálogo entre las culturas en pie de igualdad (desde el punto de vista formal) y, por tanto, como un proceso bidireccional. Un instrumento esencial para la consolidación de la integración es la educación intercultural. El análisis de las normas españolas sobre la educación intercultural es el contenido de este trabajo.Palabras clave: interculturalidad, integración de inmigrantes, educación intercultural, España.AbstractThis article defines the multiculturalism and interculturality concepts as the framework for the integration of immigrants within the Spanish regulation. The interculturality is a solution to the multiculturalism (existence of several cultures in the same territory). The interculturality is understood like dialogue between the cultures equally (from the formal point of view), therefore, as a bidirectional process. An essential instrument for the consolidation of the integration is the intercultural education. The analysis of the Spanish laws on the intercultural education is the content of this work.Keywords: Interculturalism, integration of immigrants, intercultural education, Spain.

Identidad cultural latinoamericana: una reflexión impostergable

En este artículo se busca exponer sobre las categorías que han permitido reconocer nuestro entorno social y cultural durante los dos últimos siglos. Se identificarán las fuentes de aquellas categorías que nos han permitido reconocer el entorno socio cultural en América Latina y que, asociadas a distintas posiciones epistemológicas, han nutrido la comprensión científico social latinoamericana para definir prácticas sociales que han estado íntimamente relacionadas con el problema del poder en Nuestra América.