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 implicó un análisis de contenido discursivo y documental. A través de entrevistas a dos docentes de Comunicación y dos de Desarrollo Personal, Ciudadanía y Cívica (DPCC), respaldadas por el contenido del Currículo Nacional de Educación Básica (CNEB), se identificó que en ambos predomina una perspectiva intercultural funcional, caracterizada por la 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 la emergencia sanitaria ocasionada por la pandemia de 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 a partir de la incorporación de 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.
This research aims to analyze how interculturality is presented and integrated into the fifth-grade curriculum of public high schools in Lima. The study was conducted from an interpretive paradigm, with a qualitative approach, descriptive level, and hermeneutic method, involving discursive and documentary content analysis. Through interviews with two Communication teachers and two Personal Development, Citizenship, and Civics (DPCC) teachers, supported by the content of the National Basic Education Curriculum (CNEB), it was identified that both subjects are dominated by a functional intercultural perspective, characterized by the lack of clear definitions of key concepts, procedures, resources, and tools. From this, it can be deduced 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, in the Bicentennial period, within the context of the covid-19 health emergency and successive political crises. This integration will succeed if approached transdisciplinarily. The research also demonstrated that critical interculturality operates through the incorporation of intercultural competencies, which enable the construction of identity and democratic citizenship, within intercultural dialogue and the validation of historical processes.
This research aims to analyze how interculturality is presented and integrated into the fifth-grade curriculum of public high schools in Lima. The study was conducted from an interpretive paradigm, with a qualitative approach, descriptive level, and hermeneutic method, involving discursive and documentary content analysis. Through interviews with two Communication teachers and two Personal Development, Citizenship, and Civics (DPCC) teachers, supported by the content of the National Basic Education Curriculum (CNEB), it was identified that both subjects are dominated by a functional intercultural perspective, characterized by the lack of clear definitions of key concepts, procedures, resources, and tools. From this, it can be deduced 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, in the Bicentennial period, within the context of the covid-19 health emergency and successive political crises. This integration will succeed if approached transdisciplinarily. The research also demonstrated that critical interculturality operates through the incorporation of intercultural competencies, which enable the construction of identity and democratic citizenship, within intercultural dialogue and 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. https://hdl.handle.net/20.500.12833/2344