Emotion and Exclusion: Key Ideas from Vygotsky to Review our Role in a School with a Cultural Diversity Setting

Mella, Enrique Riquelme; Lavoie, Gérard; Rapimán, Daniel Quilaqueo; Quintriqueo, Segundo

doi:10.1590/s1413-65382317000200002

Cited by 4 publications

(3 citation statements)

References 30 publications

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“…A lack of congruence between Mapuche parent and non-Mapuche teacher beliefs has also been thought to be responsible for some of the problematic outcomes for Mapuche children in school (Riquelme et al, 2016(Riquelme et al, , 2017. First, more occidentally trained, western-centered teachers may privilege a curriculum that focuses on learning by reading and writing, and through children's active, emotional participation, whereas Mapuche culture emphasizes learning in and from the natural world, and values children quietly listening and observing adults as the appropriate way to learn forms of knowledge that cannot be directly experienced (Quilaqueo and Torres, 2013).…”

Section: Parent and Teacher Rolesmentioning

confidence: 99%

“…Thus, they often fail language assessments with strange testers. In this way, they are frequently but falsely diagnosed with emotional and behavioral disorders (Gutierrez Saldivia, 2018), suggesting that disproportionality may start in our beliefs and practices rather than in the children (Riquelme et al, 2017).…”

Section: Parent and Teacher Rolesmentioning

confidence: 99%

“…The research was supported by the FONDECYT #1191956, Educación familiar y escolar: socialización emocional en contextos de diversidad social y cultural awarded to Riquelme (2014Riquelme ( -2017.…”

Section: Author Contributionsmentioning

confidence: 99%

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Beliefs About Children’s Emotions in Chile

2020

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To learn more about Chilean emotional beliefs related to emotion development, 271 Mapuche and non-Mapuche parents and teachers in urban and rural settings reported their emotion beliefs using a questionnaire invariant in the Chilean context (Riquelme et al., in press). Included are six beliefs previously found to resonate across three United States cultures (i.e., beliefs about the value and cost of certain emotions; control of emotion; knowledge of children's emotion; manipulation of emotion; and emotional autonomy), and five others distinctive to the indigenous people of this region (i.e., value of being calm; controlling fear specifically; interpersonality of emotion; learning about emotion from adults; and regulation through nature). MANOVAs were conducted to examine these beliefs across culture (Mapuche, non-Mapuche), role (parent, teacher), and geographical location (rural, urban). For United States-derived beliefs, there were no main effects, although two interactions with culture by role and location were significant. For all five Mapuche-generated beliefs, there were significant main effects for culture, role, and location. Results highlight both similarities and differences in beliefs across cultures, roles, and geographical location. Implications for the Chilean context include the importance of non-Mapuche teachers' sensitivity to the values and emotion-related beliefs of Mapuche families. Implications for the global context include an expanded view of emotion-related beliefs, including beliefs that children can control fear and be calm, that emotion-related values include attending to the needs of others, and that two ways of controlling emotion are through learning by listening to/watching elders, and by being in nature.

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Section: Parent and Teacher Rolesmentioning

confidence: 99%

Section: Parent and Teacher Rolesmentioning

confidence: 99%

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Beliefs About Children’s Emotions in Chile

2020

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¿Racismo en la educación inclusiva? Una mirada desde la interculturalidad crítica

Delbury

2020

Rev. Electr. Educare

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Existe una sobrerrepresentación de alumnos y alumnas de ascendencia étnica etiquetados como estudiantes con necesidades educativas especiales, un fenómeno observado e investigado a nivel internacional. Este ensayo quiere aportar a la reflexión desde la mirada de la interculturalidad crítica con el objetivo de reconocer y visibilizar la matriz colonial de poder que contextualiza esta problemática. La primera parte establece el marco teórico de la interculturalidad crítica y la segunda parte es una discusión que expone tres argumentos en torno a la contribución respectiva de las reglas sociales, de las políticas educativas, y de la institución escolar en este fenómeno de sobrerrepresentación. Se concluye que, a la base de la propuesta de la educación inclusiva, yace un discurso racista generado por la imposición de una definición monocultural de la normalidad y de discapacidad.

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Carácter monocultural de la evaluación diagnóstica de necesidades educativas especiales en contexto mapuche

2019

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Resumen El objetivo de este trabajo es analizar críticamente las prácticas de evaluación diagnóstica de Necesidades Educativas Especiales (NEE) en contexto mapuche. Desde esta perspectiva, se sostiene que los procesos de evaluación diagnóstica de NEE que se les realizan a estudiantes mapuches constituyen una práctica pedagógica monocultural. A partir del punto de vista metodológico, se realiza una revisión bibliográfica de investigaciones empíricas y teóricas sobre la evaluación de NEE en contextos de diversidad social y cultural. Para ello se realiza una búsqueda de artículos científicos en las bases de datos Web of Science, Scielo y Eric. Los resultados develan que la política educativa chilena impone un modelo de evaluación diagnóstica de NEE estandarizado, por tanto es aplicado de una misma forma en todos los centros educativos de las distintas regiones del país, sin distinción, convirtiéndose en un dispositivo legal que responde a aspectos teóricos-prácticos, pero no a la diversidad social y cultural presente en el territorio. La evaluación diagnóstica de NEE adopta un carácter monocultural, ya que se basa en la clasificación internacional del funcionamiento de la discapacidad y de salud, y en pruebas estandarizadas para la población chilena no indígena. Se concluye que el diagnóstico de NEE de estudiantes mapuches es consecuencia de la distancia epistemológica entre el conocimiento mapuche y conocimiento escolar-occidental en muchos casos, y no necesariamente a dificultades de aprendizaje y participación a causa de una discapacidad o trastorno.

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Emotion and Exclusion: Key Ideas from Vygotsky to Review our Role in a School with a Cultural Diversity Setting

Cited by 4 publications

References 30 publications

Beliefs About Children’s Emotions in Chile

Beliefs About Children’s Emotions in Chile

¿Racismo en la educación inclusiva? Una mirada desde la interculturalidad crítica

Carácter monocultural de la evaluación diagnóstica de necesidades educativas especiales en contexto mapuche

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