La especificidad del contexto indígena como requerimiento para la formación inicial del profesorado

Turra, Omar; Ferrada, Donatila; Villena, Alicia

doi:10.4067/s0718-07052013000200020

Cited by 16 publications

(14 citation statements)

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“…En este contexto, diferentes investigaciones a nivel internacional (NIETO; SANTOS, 1997;CARIGNAN;SANDERS;POURDAVOOD, 2005;PAYET, 2006;CANEN, 2007;AKKARI, 2009;BARTEL-RADIC, 2009;MONDOVEALU, 2009;MAMPAEY; ZANONI, 2015) y a nivel nacional (QUILAQUEO; TORRES, 2012;VILLENA, 2013;QUINTRIQUEO et al, 2014) han entregado pistas de cómo se podría transformar estas prácticas pedagógicas monoculturales en la formación inicial docente. Con este propósito, se propone en la formación inicial docente formar en competencias interculturales, las cuales le permitirán al futuro profesor desarrollar prácticas pedagógicas contextualizadas.…”

Section: Educación Monoculturalunclassified

Monoculturalidad en las prácticas pedagógicas en la formación inicial docente en La Araucanía, Chile

Arias-Ortega

2017

Educ. Pesqui.

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ResumenEl tema central del artículo se relaciona con las prácticas pedagógicas monoculturales en la formación inicial docente y el sistema educativo escolar. El problema que se aborda es la descontextualización curricular en la formación inicial docente. El objetivo es analizar la monoculturalidad de prácticas arraigadas a métodos y contenidos eurocéntricos occidentales, producto del legado colonial y poscolonial en Chile. La metodología consistió en una revisión de la literatura normativa y científica a nivel nacional e internacional, para lograr una comprensión y explicación del problema de la monoculturalidad en las prácticas pedagógicas. Los principales resultados aportan un estado del arte sobre el desarrollo histórico de la educación en contexto indígena e intercultural, donde se evidencia el desarrollo de prácticas pedagógicas monoculturales de manera transversal en los niveles del sistema educativo chileno. El ensayo propone algunas pistas de acción para transformar la formación inicial de profesores, a través del enfoque educativo intercultural y competencias comunicativas interculturales, con el fin de superar la monoculturalidad, el racismo hacia las personas indígenas, tanto en el medio escolar como social. Se concluye que: 1) la monoculturalidad persiste como una práctica en la formación inicial docente, lo que trae como consecuencia el desconocimiento del contexto social y cultural de los estudiantes, tanto en los formadores de profesores como en los futuros profesores; y 2) la educación escolar continúa con la transmisión de prejuicios y la construcción de actitudes racistas, perpetuando el racismo institucionalizado en contextos indígenas e interculturales. Palabras clave:Prácticas pedagógicas -Monoculturalidad -Formación inicial docente -Enfoque educativo intercultural. development of education in indigenous and intercultural contexts, where the development of monocultural pedagogical practices at all levels of the Chilean educational system has become evident. This work provides some guidelines to transform basic teacher training through an intercultural education focus and intercultural education competences in order to overcome monoculturalism and the racism against indigenous people, in education but also in society at large. Conclusions are that 1) monoculturalism persists as commonplace in basic teacher training, which results in the lack of knowledge of the students´ social and cultural by both the teacher educators and by the future teachers; and 2) school education continues to convey prejudices and yielding racist attitudes, perpetuating the overall institutionalized racism in indigenous and intercultural contexts. Keywords Pedagogical practices -monoculturalism -basic teacher training -intercultural education focus IntroducciónEl problema que aquí se aborda tiene relación con las prácticas educativas monoculturales en el sistema educativo chileno en Enseñanza Parvularia, Educación Básica, Media y Superior, enmarcado desde sus inicios como un mecanismo de homogeneización de los sujeto...

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Section: Educación Monoculturalunclassified

Monoculturalidad en las prácticas pedagógicas en la formación inicial docente en La Araucanía, Chile

Arias-Ortega

2017

Educ. Pesqui.

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“…In total, there are 1,060,786 Indigenous individuals in Chile, or 6.6% of the total population-of which, 87.2% identify themselves as Mapuche, which makes up the largest Indigenous group in the country (Ministerio de Planificación, 2006). that established rules for the protection, promotion, and development of its Indigenous populations (Turra et al, 2013). The same year, the National Corporation of Indigenous Development (Corporación Nacional de Desarrollo Indígena, CONADI) was created.…”

Section: Ibe In Context: Intercultural and Bilingual Education And Prmentioning

confidence: 99%

“…The same year, the National Corporation of Indigenous Development (Corporación Nacional de Desarrollo Indígena, CONADI) was created. After the promulgation of the Indigenous Law, the Ministry of Education established the Intercultural and Bilingual Education Program (1996) within the Rural and Elementary Education Program (2000) to improve students' achievement by strengthening the ethnic identity of girls and boys attending primary schools located in contexts of cultural and linguistic diversity (Ministerio de Educación, 2005;Turra et al, 2013 (Loncon et al, 2011). Additionally, the National Corporation of Indigenous Development and the National Association of Preschools (known as JUNIJI, the Junta Nacional de Jardines Infantiles) established an intercultural approach in Chile's preschool system to strengthen cultural identity and sense of belonging of Indigenous communities, enhance the educational role of families and communities, promote native languages in Indigenous children, and provide culturally relevant food to Indigenous children (Bustos et al, 2014).…”

Section: Ibe In Context: Intercultural and Bilingual Education And Prmentioning

confidence: 99%

“…Despite the benefits of these efforts, a growing number of reports and studies have identified crucial problems with the IBE program (Fernández, 2005;Ministerio de Educación, 2011;UNICEF & Ministerio de Desarrollo Social, 2011). One problem is the insufficientand sometimes inappropriate-preparation for K-12 teachers working in IBE schools (Abarca, Alarcón, Huircán, Millacura, & Olivares, n.d.;Programa de Educación Intercultural Bilingüe, Ministerio de Educación, & UNICEF, 2012;Turra, Ferrada, & Villena, 2013). In addition, relevant research on teacher education for IBE settings is limited in Chile, with few of these studies focused specifically on the preparation of teachers to teach in IBE preschools.…”

mentioning

confidence: 99%

“…This qualitative case study focuses on teachers' perceptions of their preparation to teach Mapudungun, the language of the Mapuche people, in urban IBE preschools in Chile. Ferrada, & Villena, 2013). In addition, relevant research on teacher education for IBE settings is limited in Chile, with few of these studies focused specifically on the preparation of teachers to teach in IBE preschools.…”

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The Needs of Educators in Intercultural and Bilingual Preschools in Chile: A Case Study

Becerra-Lubies

Fones

2016

IJME

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Several studies have examined the lack of or the insufficient preparation of K-12 educators to work in intercultural and bilingual (IBE) schools in Chile, but little is known about the preparation of educators to teach in IBE preschools. Even less is known about teachers' perceptions of their own preparation. This work contributes to a growing body of literature that examines the experiences and practice of second language teachers in Indigenous language education settings from a sociocultural perspective. This qualitative case study focuses on teachers' perceptions of their preparation to teach Mapudungun, the language of the Mapuche people, in urban IBE preschools in Chile. Ferrada, & Villena, 2013). In addition, relevant research on teacher education for IBE settings is limited in Chile, with few of these studies focused specifically on the preparation of teachers to teach in IBE preschools.The small number of relevant studies, as well as their findings with respect to insufficient teacher preparation, are not surprising if we consider that university programs for teacher education in IBE schools are very limited in Chile. There are only two such programs in Chile, and neither of them is located in Región Metropolitana, the capital region, even though this region has the fastest growing population of Indigenous people in the country. This lack of teacher education programs for IBE in Región Metropolitana suggests that preschool teachers may face crucial issues when teaching in IBE preschools. First, these teachers may not have received relevant or adequate linguistic and cultural preparation for IBE; second, they will be teaching in an area-Región Metropolitana-that sees itself as a "white" and "modern" city, while rejecting and ignoring the presence of native Mapuche people (Aravena, 2007). In short, these teachers are not professionally prepared, and they may not be even aware of diversity and Indigenous children in their schools, despite the widely researched importance of culturally responsive pedagogy in teacher preparation programs (e.g., Cochran-Smith, 2004;Gay, 2002Gay, , 2010Villegas & Lucas, 2002).To address these issues, we focused this study on preschool education, as this is the only level that acknowledges IBE education from the standpoint of an entire school as opposed to the mainstream elementary and secondary schools in Chile that offer a single course or class on Indigenous language and culture. Additionally, we focused on IBE preschools because Indigenous communities in Chile consider the education of young children as crucial for the revitalization of Indigenous languages.In this study, we aim to identify teachers' perceptions of their needs regarding their preparation to teach language (specifically, Mapudungun) in emergent bilingual settings, such as IBE preschools. This study is focused on the Mapudungun language as it is the language of Mapuche people; it is one of the This study addresses in part the directive of the IBE program in Chile to develop additive bilingualism in ...

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Preparing Teachers for Social Justice in the Context of Education Policies that Deepen Class Segregation in Schools: The Case of Chile

Sleeter

Montecinos

Jiménez

2016

Teacher Education for High Poverty Schools

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La especificidad del contexto indígena como requerimiento para la formación inicial del profesorado

Cited by 16 publications

References 4 publications

Monoculturalidad en las prácticas pedagógicas en la formación inicial docente en La Araucanía, Chile

Monoculturalidad en las prácticas pedagógicas en la formación inicial docente en La Araucanía, Chile

The Needs of Educators in Intercultural and Bilingual Preschools in Chile: A Case Study

Preparing Teachers for Social Justice in the Context of Education Policies that Deepen Class Segregation in Schools: The Case of Chile

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