Author(s)
Andrés Escarbajal FrutosKeywords
EducaciónPluriculturalidad
interculturalidad
educación multicultural
educación compensatoria
educación intercultural
modelos de educación multicultural e intercultural
Full record
Show full item recordOnline Access
http://www.redalyc.org/articulo.oa?id=135022618010Abstract
En el presente artículo se apuesta por una educación intercultural que no se reduzca a un instrumento coyuntural y discontinuo que sólo signifique un cambiometodológico, sino que se convierta en unamodalidad educativa irrenunciable para lograr la inclusión de todas las personas de diferentes culturas, una exigencia de la propia naturaleza del acto pedagógico. Consideramos que la educación intercultural puede significar una buena alternativa a los modelos educativos monoculturales, porque, frente a la perpetuación de la cultura única, acepta la complejidad de cada ser humano y de su cultura y reconoce que todos somos pluriculturales y podemos trabajar juntos para conseguir una sociedad democrática.Date
2011Type
Artículo científicoIdentifier
oai:redalyc.org:135022618010http://www.redalyc.org/articulo.oa?id=135022618010
Copyright/License
Pedagogía Social. Revista InteruniversitariaCollections
Related items
Showing items related by title, author, creator and subject.
-
Revista Iberoamericana de Educación /Organización de Estados Iberoamericanos, la Ciencia y la Cultura.5532 (Madrid : OEI,, 1993-)Estado y educación.
-
La educación : revista interamericana de desarrollo educativo : I-III, 1991 / Dir. de G.P. Carvalho.Carvalho, Getúlio P. (dir.) (Washington, EUA : OEA, Secretaría General, Departamento de Asuntos Educativos, 1991)
-
Graduate and undergraduate students’ reaction to the teaching procedures used in semipresential classesPeixoto, Henry Maia; Universidade de Brasília; Peixoto, Mariana Maia; Universidade Federal da Paraíba; Alves, Elioenai Dornelles; Universidade de Brasília; Rodrigues, Maria Cristina Soares; Universidade de Brasília (Faculdade de Enfermagem da UFG, 2014-01-09)The objective of this study was to investigate the reactions of undergraduate and graduate students to the teaching procedures used in semipresential classes. This exploratory study was performed with a quantitative approach at a public university, with undergraduate and graduate students who had completed semipresential classes on health promotion education. Among the 19 evaluated teaching procedures, 15 (78.9%) did not show any statistically significant differences between the two academic levels. The means and medians for most variables, for both undergraduate (78.9%) and graduate (89.5%) students, were above 7 in a scale ranging between 0 (awful) and 10 (excellent). Therefore, it is concluded that both groups showed similar reactions to the teaching procedures and gave satisfactory opinions in this regard. Understanding these aspects can support designing class disciplines that use teaching procedures that are adequate to university students. Descriptors: Education, Distance; Education, Higher; Learning; Educational Measurement.