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 número59EDUCACIÓN INTERCULTURAL ARTICULADA A LA EPISTEME INDÍGENA EN LATINOAMÉRICA. EL CASO MAPUCHE EN CHILETRÁNSITOS DE UN PROYECTO EDUCATIVO INTERCULTURAL INDÍGENA URBANO EN CALI, COLOMBIA índice de autoresíndice de materiabúsqueda de artículos
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Diálogo andino

versión On-line ISSN 0719-2681

Resumen

MORALES-TREJOS, Carol. ASSESSMENT OF PEDAGOGICAL PRACTICE IN RURAL CONTEXTS OF MIDDLE EDUCATION IN COSTA RICA AND CHILE. Diálogo Andino [online]. 2019, n.59, pp.93-106. ISSN 0719-2681.  http://dx.doi.org/10.4067/S0719-26812019000200093.

This scientific article shows the results of the research project "Pedagogical Teaching Practices in Contexts of Rural Youth Interaction, Metropolitan Area of Costa Rica: A View from Intercultural Education" in the Institute of Research in Education (INIE) of the University of Costa Rica , in the period 2016-2017 and in the doctoral study carried out in Santiago de Chile in the period 2012- 2015. This paper articulates the results corresponding to one of the specific objectives that both researches shared, which was to give an account of the theoretical and operational foundations of the pedagogical practices carried out in rural youth interaction contexts. At the methodological level, both investigations are based on the hermeneutic-interpretative approach, from the point where in-depth interviews are carried out with 11 teachers in the case of Costa Rica and 14 in the Chilean context, corresponding to rural lyceums and technical education of secondary schools located in the metropolitan region of both countries. Among the main findings can be seen how to make important in the teaching discourse, expand the field of care of the person who goes to the school giviing significant meaning to the relationship of their pedagogical practices by which they can update and recreate around the contents of education in the function of the different world views, as well as the evidence in the cognitive knowledge with intercultural notions in the understanding of diversity, culture and youth and teaching practices, however, this discourse does not have a depth of an intercultural approach, nor is reflection considered as a transversal axis to all the operational processes of teaching pedagogical practices.

Palabras clave : Pedagogical practices; rural education; youth diversity; interculturality.

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