COMPETENCIA COMUNICATIVA INTERCULTURAL: FORMACIÓN DE PROFESORES EN EL CONTEXTO POSCOLONIAL CHILENO

IF 0.1 4区 社会学 0 HUMANITIES, MULTIDISCIPLINARY
Segundo Quintriqueo, Héctor Torres, S. Sanhueza, Miguel Friz
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引用次数: 10

Abstract

This paper explores the challenges posed by the development of intercultural communicative competence (ICC) in relation to teacher training in the postcolonial Chilean context. Through a review of bibliographic sources it is recognized that the preparation of new teachers (indigenous and non-indigenous) has failed to transversely implement an intercultural educational approach. This has allowed Chile to keep the hegemony of eurocentric monoculturality, resulting in these teachers’ insufficient understanding of the cultures present in the classroom. In order to contribute to this critical discussion in the field, this paper reflects on the possibilities that ICC provides when seeking new ways of knowing and of communicating that confront monocultural education and develop intercultural educational processes, either in indigenous territories or in the new immigration contexts.
跨文化交际能力:智利后殖民背景下的教师培训
本文探讨了后殖民时期智利教师培训中跨文化交际能力(ICC)发展所带来的挑战。通过对文献资料的审查,人们认识到新教师(土著和非土著)的培养未能横向实施跨文化教育方法。这使得智利保持了以欧洲为中心的单一文化霸权,导致这些教师对课堂上存在的文化理解不足。为了促进这一领域的批判性讨论,本文反思了国际商会在寻求新的认识和交流方式时提供的可能性,这些方式面对单一文化教育,并在土著领土或新移民背景下发展跨文化教育过程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Alpha-Revista de Artes Letras y Filosofia
Alpha-Revista de Artes Letras y Filosofia HUMANITIES, MULTIDISCIPLINARY-
CiteScore
0.30
自引率
0.00%
发文量
14
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