Publicación: La educación intercultural desde una mirada antropológica: conceptos, modelos y retos
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2021-07-12
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Atribución-NoComercial-SinDerivadas 4.0 Internacional
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En la actualidad la mayoría de las legislaciones y planes educativos otorgan a la diversidad cultural un destacado papel a la hora de desarrollar los programas curriculares.
Sin embargo, la visión que se hace de la diversidad aún se presenta como un problema que debe de ser resuelto más que una oportunidad de aprendizaje cooperativo asumido desde una perspectiva intercultural. Es por lo que este ensayo pretende abordar un análisis interpretativo desde la antropología de la interculturalidad con el fin de analizar, describir y situar los más relevantes discursos y paradigmas interculturales y su influencia en el desarrollo de políticas educativas en el contexto europeo, así como especialmente en varios países de Latinoamérica. Al mismo tiempo, se valora el papel emergente que la Educación Superior debe de asumir como escenario de diálogo intercultural y empoderamiento ante el modelo neoliberal de inclusión educativa y homogeneizador, que conlleva a requerir la elaboración de una respuesta concisa y real basada en la asimilación del enfoque intercultural y que se procura perfilar en el texto. A partir del reconocimiento del carácter contextual del concepto de interculturalidad, se analizan las experiencias llevadas a cabo por varias universidades interculturales para determinar qué desafíos se plantean de cara a la pretendida transformación de la educación. El ensayo delimita el enfoque de interculturalidad crítica como vía para visibilizar las asimetrías y desigualdades en el entorno escolar como medio para superar las dicotomías de las diferencias que el “saber universal” ha supuesto para el diseño de currículos y formas de entender los procesos de enseñanzas y aprendizajes hegemónicos, los cuales obligan a plantear una contestación y una serie de propuestas alternativas para crear entornos educativos más iguales y justos para todos.
Nowadays, the majority of laws and syllabus give an important role to the cultural diversity when they develop curricula. However, the view about diversity is still presented as a problem that must be solved rather than an opportunity for cooperative learning assumed from an intercultural perspective. That is why this essay aims to address an interpretive analysis from the anthropology of interculturality in order to analyze, describe and locate the most relevant intercultural discourses and paradigms and their influence on the development of educational policies in the European context, as well as in several countries in Latin America. At the same time, the emerging role that Higher Education must assume as a scenario for intercultural dialogue and empowerment with regard to the neoliberal approach of educational inclusion and homogenization is valued, which entails requiring the development of a concise and real response based on the assimilation of the intercultural approach and that is sought to outline in this text. Based on the recognition of the contextual aspect of the concept of interculturality, experiences carried out by several intercultural universities are analysed to determine what challenges arise with regard to the intended transformation of education. This essay defines the critical intercultural approach as a way to make visible the asymmetries and inequalities in the school environment as a means to overcome the dichotomies of the differences that “universal knowledge” has meant for the design of curricula and ways of understanding teaching processes and hegemonic learning, which requires a response and a series of alternative proposals to create more equal and fair educational environments for all.
Nowadays, the majority of laws and syllabus give an important role to the cultural diversity when they develop curricula. However, the view about diversity is still presented as a problem that must be solved rather than an opportunity for cooperative learning assumed from an intercultural perspective. That is why this essay aims to address an interpretive analysis from the anthropology of interculturality in order to analyze, describe and locate the most relevant intercultural discourses and paradigms and their influence on the development of educational policies in the European context, as well as in several countries in Latin America. At the same time, the emerging role that Higher Education must assume as a scenario for intercultural dialogue and empowerment with regard to the neoliberal approach of educational inclusion and homogenization is valued, which entails requiring the development of a concise and real response based on the assimilation of the intercultural approach and that is sought to outline in this text. Based on the recognition of the contextual aspect of the concept of interculturality, experiences carried out by several intercultural universities are analysed to determine what challenges arise with regard to the intended transformation of education. This essay defines the critical intercultural approach as a way to make visible the asymmetries and inequalities in the school environment as a means to overcome the dichotomies of the differences that “universal knowledge” has meant for the design of curricula and ways of understanding teaching processes and hegemonic learning, which requires a response and a series of alternative proposals to create more equal and fair educational environments for all.
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Categorías UNESCO
Palabras clave
diversidad cultural, antropología intercultural, educación superior, interculturalidad crítica, Latinoamérica
Citación
Jiménez Morales, Jorge. Trabajo de Fin de Máster: La educación intercultural desde una mirada antropológica: conceptos, modelos y retos. Ávila Pardo, Adriana. Universidad de Educación a Distancia. Madrid 2021
Centro
Facultad de Educación
Departamento
Métodos de Investigación y Diagnóstico en Educación I