Las estrategias que aplican los docentes que desarrollan competencias interculturales en un colegio privado de Lima : (estudio de caso)
Fecha
2018
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Universidad Antonio Ruiz de Montoya
Resumen
La interculturalidad es un reto que implica establecer vínculos horizontales con los demás, comprender al otro sin ponerle condiciones, de modo que se haga posible la empatía y la comunicación en la diversidad. Esto es posible en la medida en que se aplique una educación intercultural que sea para todos, tanto en el ámbito rural como urbano, a poblaciones originarias y no originarias, con el fin de desarrollar competencias interculturales, tales como el autoconcepto, la empatía, la implicación en la interacción, la apertura mental y la autorregulación en los estudiantes. Para ello, se requiere aplicar estrategias de enseñanza como la enseñanza no directiva, la enseñanza basada en los conceptos del yo, el trabajo cooperativo, el juego de roles y la indagación jurisprudencial. El objetivo de esta investigación fue identificar en qué medida las estrategias de enseñanza que aplican los docentes de un colegio privado, con promotoría de una congregación religiosa ubicado en el distrito de San Miguel, una zona urbana de Lima, contribuyen al desarrollo de competencias interculturales en los estudiantes. Se realizaron una entrevista grupal, análisis documentario y observación de sesiones de clase, los cuales evidenciaron que las estrategias de enseñanza aplicadas por los docentes de dicho colegio responden en cierta medida a las estrategias interculturales y podrían contribuir en mayor grado al desarrollo de dichas competencias, siempre que la institución educativa y sus docentes hagan un mayor énfasis en el enfoque de interculturalidad propuesto por el MINEDU.
Interculturality is a challenge that involves establishing horizontal relationships with others, understanding others without imposing conditions, so that empathy and communication in diversity become a reality. This is possible as long as intercultural education is implemented for everyone, in both rural and urban areas, for native and non-native populations, with the aim of developing intercultural competences such as self-concept, empathy, engagement in interaction, mental openness, and self-regulation in students. To achieve this, it is necessary to apply teaching strategies such as non-directive teaching, teaching based on self-concept, cooperative work, role play, and jurisprudential inquiry. The objective of this research was to identify the extent to which the teaching strategies applied by teachers at a private school run by a religious congregation, located in the district of San Miguel, an urban area of Lima, contribute to the development of intercultural competences in students. A group interview, document analysis, and classroom observations were carried out, which showed that the teaching strategies used by the school’s teachers align to some extent with these intercultural strategies and could contribute more significantly to the development of these competences, provided that the school and its teachers place greater emphasis on the intercultural approach proposed by MINEDU.
Interculturality is a challenge that involves establishing horizontal relationships with others, understanding others without imposing conditions, so that empathy and communication in diversity become a reality. This is possible as long as intercultural education is implemented for everyone, in both rural and urban areas, for native and non-native populations, with the aim of developing intercultural competences such as self-concept, empathy, engagement in interaction, mental openness, and self-regulation in students. To achieve this, it is necessary to apply teaching strategies such as non-directive teaching, teaching based on self-concept, cooperative work, role play, and jurisprudential inquiry. The objective of this research was to identify the extent to which the teaching strategies applied by teachers at a private school run by a religious congregation, located in the district of San Miguel, an urban area of Lima, contribute to the development of intercultural competences in students. A group interview, document analysis, and classroom observations were carried out, which showed that the teaching strategies used by the school’s teachers align to some extent with these intercultural strategies and could contribute more significantly to the development of these competences, provided that the school and its teachers place greater emphasis on the intercultural approach proposed by MINEDU.
Descripción
Palabras clave
Interculturalidad, Educación basada en competencias, Estrategias de enseñanza-aprendizaje, Educación intercultural, Educación
Citación
Sánchez, M. (2018). Las estrategias que aplican los docentes que desarrollan competencias interculturales en un colegio privado de Lima : (estudio de caso) [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM.
https://hdl.handle.net/20.500.12833/1977
