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 número47EDUCACIÓN PARA LA CIUDADANÍA: UNA ASIGNATURA A DEBATE. NORMATIVA, MANUALES Y PRÁCTICA ESCOLAR EN ESPAÑALA INVESTIGACION CRITICA COMO UNA FORMA DE ROMPER EL CRISTAL ENTRE LAS PRACTICAS 'COMUNES' EN LA ACADEMIA PUBLICA CHILENA Y EL CASO DE LOS ESTUDIANTES MIGRANTES LATINOAMERICANOS DE COLOR EN NUESTRAS SALAS DE CLASES: UN LLAMADO A HUMANIZAR, UN LLAMADO A REFLEXIONAR índice de autoresíndice de assuntospesquisa de artigos
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Diálogo andino

versão On-line ISSN 0719-2681

Resumo

MORALES TREJOS, Carol. CONCEPTS AND PRINCIPLES OF THE PRESENT INTERCULTURAL EDUCATION IN TEACHING PRACTICES MADE IN CONTEXT OF RURAL YOUTH INTERACTION METROPOLITAN REGION (CHILE). Diálogo Andino [online]. 2015, n.47, pp.59-70. ISSN 0719-2681.  http://dx.doi.org/10.4067/S0719-26812015000200007.

This paper presents results of the research "Teaching practices in the context of rural youth interaction, of the Metropolitan Región of Chile: An analysis within the intercultural education" developed in the Doctorate of Science Education and a major of Intercultural Education of the University of Santiago, Chile during the period 2012-2015. Among the objectives of the study is to identify theoretical and practical foundations of intercultural education that are present in pedagogical practices of teachers working in rural areas and in youth interaction contexts within secondary education establishments. For this reason, an ethno-methodology research was conducted, with a theoretical approach, using in depth hermeneutic-interpretive interviews with 14 teachers in six municipal high schools located in six rural districts of the metropolitan region of Chile. As a result, it shows in an integrated manner the presence of principles and notions of intercultural approach, both in the characterization of teaching practice and teaching about youth, diversity, culture, rural life, rural education and interculturality. The findings of this research, support the view that an approach to youth in rural settings from the intercultural approach, can create conditions for the recognition, measurement and incorporation of culture to education.

Palavras-chave : education; teachers; pedagogical practice; diversity; youth; interculturality.

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