La Escuela Intercultural hoy: reflexiones y perspectivas pedagógicas

Abstract

Resumen. La educación intercultural está atravesando un período de reflexión conceptual sobre su desarrollo como propuesta educativa inclusiva e innovadora. En este sentido, este artículo pretende favorecer y suscitar el debate y la reflexión pedagógica sobre los nuevos caminos y orientaciones de la interculturalidad en la escuela actual. Para ello, planteamos una mirada más holística, centrada en los procesos educativos interculturales y la educación personalizada como elementos esenciales de un nuevo impulso pedagógico. Palabras clave: interculturalidad; educación personalizada; convivencia escolar; diversidad cultural; escuela inclusiva.[en] Intercultural Education today: pedagogical reflections and perspectives Abstract. Intercultural education is going through a period of conceptual reflection on its development as an innovative and inclusive education approach. In this sense, this article aims to promote and encourage the discussion and pedagogical reflection on the new paths and orientations of interculturality in school today. In order to do this, we offer a more holistic look, focused on intercultural educational processes and personalized education as essential elements of a new pedagogical impulse.

A Qualitative Study on the Intercultural Educational Sensitivity of the Professors at the University of Malaga (Spain)

“…It is presented as a way to generate spaces for mutual construction, accentuating the need to promote cultural relationships destined to the execution of a common project. These data have been seen in other studies [1,4,30], which emphasize the need to attend to cultural diversity under the parameters of a tolerant and respectful school, where difference is considered a value that nourishes, defines, and enriches us.…”

“…Intercultural education has become one of the main challenges for universities in the 21st century, with special attention given to the intercultural training of future professionals, as the central axis with which to build the foundations of a democratic and inclusive society [1][2][3][4][5][6][7][8]. The purpose of this pedagogical proposal is to generate equitable, inclusive, solidarity, and quality educational actions, seeking to actively promote an education for all, where cultural difference is valued from the parameters of acceptance, tolerance, commitment, and mutual enrichment in educational contexts [9,10].…”

Orientación Académica y Profesional a los Menores Extranjeros No Acompañados

“…Como hemos visto, nuestra legislación en materia educativa es acogedora e inclusiva con el alumnado diverso, entendido esto como la propia diversidad, pero esta intención no puede verse afectada por factores que hacen que la propia integración de estos alumnos en el sistema educativo sea estigmatizada o simplemente insuficiente. El mundo educativo está en constante cambio y dinamismo social, y como apunta Leiva (2017), no es bastante visibilizar la diferencia para llevar a cabo propuestas pedagógicas interculturales, sino que es necesario, tal como vivimos inmersos en la diversidad cultural a nivel no solo en España ni en Europa, sino en el mundo, desarrollar verdaderos mecanismos educativos interculturales que atiendan las relaciones interpersonales haciendo especial hincapié en la dimensión emocional, en el desarrollo del talento y la creatividad de las personas que participan en el proceso educativo de los alumnos y alumnas, incluyendo a estos, a los docentes y a las familias.…”

The Role of L2 and Cultural Mediation in the Inclusion of Immigrant Students in Italian Schools

“…Therefore, it is about becoming competent in searching points of view which are different from ours. This implies the search for materials and tools that specifically allow us to live experiences and decentralized narrative exercises, that is, how others see us, when the "others" are ourselves [19,20].…”