The concept of emerging debate as a resource for the inclusion of intercultural competences in the initial teacher training in Chile
El concepto de debate emergente como recurso para la inclusión de competencias interculturales en la formación inicial docente en Chile
O conceito 'debate emergente' como recurso para inclusão de competências interculturais na formação inicial de professores no Chile
| 2019 | |
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educación intercultural Programa de Educación Intercultural Bilingüe formación inicial docente competencias pedagógicas debates emergentes intercultural education Bilingual Intercultural Education Program preschool teacher training pedagogical competences emerging debate educação intercultural Programa Intercultural de Educação Bilíngue formação inicial de professores competências pedagógicas debate emergente |
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| Español | |
| Universidad ORT Uruguay | |
| RAD | |
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https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2909
http://hdl.handle.net/20.500.11968/4052 |
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| Acceso abierto |
| Sumario: | The article deals about the development of intercultural tools of teachers in Chile. For such purposes, the article reflects about the preschool teacher training in our country and its pertinence for professional practice in contexts of cultural diversity which includes native population, specifically Mapuche. In this respect, the conditions of Mapuche schooling and the characteristics of the Bilingual Intercultural Education Program (PEIB) in Chile are analyzed. Said program has become the main reference in terms of educational interculturality in our country in the two last decades. Both elements are considered as reference antecedents for the analysis of the nature and characteristics of the preschool teacher training that is currently being developed in the higher education institutions, showing the tension between the trends of the contexts and university practices. In view of the above, we propose the concept of emerging debate as an epistemological path that allows the inclusion of appropriate elements for an intercultural pedagogy in the academic trajectory of the future teachers. |
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