Diversidad sociocultural y pobreza : Los desafíos de la educación intercultural
Fecha
2006-12
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Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Centro de Estudios Sobre Diversidad Cultural
Resumen
Descripción
El artículo presenta una reflexión conceptual acerca de la relación entre diversidad sociocultural y pobreza, entendiendo que esta asociación supone mayor complejidad para los procesos de enseñanza y de aprendizaje en las instituciones educativas.
Si bien la temática de la diversidad sociocultural involucra escuelas que atienden población perteneciente a todos los sectores sociales, el objetivo de este trabajo es hacer un recorte que permita centrar el análisis en las escuelas ubicadas en contextos sociales desfavorables, ya que una de las hipótesis que se plantea es que las dificultades de integración de la diversidad sociocultural se acentúan cuando se trata de grupos en condiciones estructurales de pobreza.
El artículo plantea también datos empíricos acerca de los logros obtenidos en experiencias de educación intercultural en escuelas argentinas, así como los desafíos que representa para las instituciones educativas la implementación de procesos de enseñanza y aprendizaje exitosos, cuando los alumnos pertenecen a grupos socioculturales diversos, pero que comparten iguales condiciones estructurales de pobreza.
The article offers a conceptual reflection on the relationship between socio-cultural diversity and poverty, understanding that the combination of these entails a more complex setting for the teaching/learning processes at educational institutions. Although the issue of cultural diversity involves schools serving a population made up by individuals from all social classes, the aim of this paper is to make a selection that will allow to focus on the analysis of those schools located in disadvantaged social contexts, as one of the hypothesis under study suggests that the problems of socio-cultural integration worsen whenever the groups involved are in a situation of structural poverty. The article provides empirical data on the results achieved in intercultural education experiences at Argentinian schools, as well as challenges involved in the implementation of successful teaching/learning processes for the educational institutions, when students belong to different socio-cultural groups, but share the same situation of structural poverty.
The article offers a conceptual reflection on the relationship between socio-cultural diversity and poverty, understanding that the combination of these entails a more complex setting for the teaching/learning processes at educational institutions. Although the issue of cultural diversity involves schools serving a population made up by individuals from all social classes, the aim of this paper is to make a selection that will allow to focus on the analysis of those schools located in disadvantaged social contexts, as one of the hypothesis under study suggests that the problems of socio-cultural integration worsen whenever the groups involved are in a situation of structural poverty. The article provides empirical data on the results achieved in intercultural education experiences at Argentinian schools, as well as challenges involved in the implementation of successful teaching/learning processes for the educational institutions, when students belong to different socio-cultural groups, but share the same situation of structural poverty.
Palabras clave
Diversidad cultural, Pobreza, Deserción escolar, Educación Intercultural, Integración, Intercultural education, Integration