La interculturalidad y su integración en el currículo de quinto grado de educación secundaria
Fecha
2021
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Editor
Universidad Antonio Ruiz de Montoya
Resumen
La presente investigación tiene por objetivo analizar cómo se presenta la interculturalidad y su integración en el currículo de quinto grado de secundaria de instituciones educativas públicas de Lima. El estudio se llevó a cabo desde el paradigma interpretativo, con enfoque cualitativo, nivel descriptivo y método hermenéutico que ha implicado un análisis de contenido discursivo y de índole documental. A través de las entrevistas a dos docentes de Comunicación y dos de Desarrollo Personal, Ciudadanía y Cívica (DPCC), refrendadas por el contenido del Currículo Nacional de Educación Básica (CNEB), se identificó que en ambos prima una perspectiva intercultural funcional, caracterizada por una ausencia de la descripción de conceptos clave, procedimientos, recursos y herramientas.
A partir de ello, se ha podido deducir que la interculturalidad crítica es un concepto que deconstruye la visión colonialista de la sociedad peruana, por lo tanto, su integración en el sistema educativo es necesaria, sobre todo, ahora en tiempos del Bicentenario, en el contexto de emergencia sanitaria ocasionada por la pandemia del covid-19 y en medio de sucesivas crisis políticas. La integración será exitosa cuando sea asumida desde la transdisciplinariedad. La investigación demostró que la interculturalidad crítica funciona desde la incorporación de las competencias interculturales que posibilitan la construcción de la identidad y de la ciudadanía democrática, en un diálogo intercultural, con la validación de los procesos históricos.
The present investigation aims to analyze how interculturality is presented as well as its integration in the curriculum of the fifth year of high school in public educational institutions in Lima. The study was carried out from an interpretive paradigm, with a qualitative approach, descriptive level of research, and hermeneutical methodthathas implied an analysis of discursive content and documentary nature. Through interviewswithtwoteachers of Communication and two of Personal Development, Citizenship and Civics (DPCC),endorsed by the content of the National Basic Education Curriculum (CNEB), it was identified that in both prevails a functional intercultural perspective, characterized by an absence of the description of key concepts, procedures, resources and tools.Based on that, it has been possible to deduce that critical interculturality is a concept that deconstructs the colonialist vision of Peruvian society. Therefore, its integration into the educational system is necessary, especially now inBicentennial times, within the context of the health emergency caused by the covid-19 pandemic and in the middleof the successive political crisis. The integration will be successful as long as it is assumed from transdisciplinarity. The research also demonstrated that critical interculturality works from the incorporation of intercultural competencies, which makes possible the construction of identity and democratic citizenship, in intercultural dialogue,with the validation of historical processes.
The present investigation aims to analyze how interculturality is presented as well as its integration in the curriculum of the fifth year of high school in public educational institutions in Lima. The study was carried out from an interpretive paradigm, with a qualitative approach, descriptive level of research, and hermeneutical methodthathas implied an analysis of discursive content and documentary nature. Through interviewswithtwoteachers of Communication and two of Personal Development, Citizenship and Civics (DPCC),endorsed by the content of the National Basic Education Curriculum (CNEB), it was identified that in both prevails a functional intercultural perspective, characterized by an absence of the description of key concepts, procedures, resources and tools.Based on that, it has been possible to deduce that critical interculturality is a concept that deconstructs the colonialist vision of Peruvian society. Therefore, its integration into the educational system is necessary, especially now inBicentennial times, within the context of the health emergency caused by the covid-19 pandemic and in the middleof the successive political crisis. The integration will be successful as long as it is assumed from transdisciplinarity. The research also demonstrated that critical interculturality works from the incorporation of intercultural competencies, which makes possible the construction of identity and democratic citizenship, in intercultural dialogue,with the validation of historical processes.
Descripción
Palabras clave
Interculturalidad, Currículo, Identidad cultural, Ciudadanía, Educación básica secundaria, Educación
Citación
Rodríguez, M. (2021). La interculturalidad y su integración en el currículo de quinto grado de educación secundaria [Tesis de maestría, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/2344