El Aprendizaje Intercultural: Un desafío pendiente para la Política de Formación Técnica Profesional en Chile
In Chile, despite the fact that the General Education Law No. 20,370 establishes the need to recognize and value people in their cultural specificity, worldview and history, the Educational Policy of Vocational Technical Training does not incorporate knowledge, methods or practices of the various in...
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Universidad de Costa Rica
2024
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/55628 |
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| author | Quezada-Carrasco, Patricio |
| author_facet | Quezada-Carrasco, Patricio |
| author_sort | Quezada-Carrasco, Patricio |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | In Chile, despite the fact that the General Education Law No. 20,370 establishes the need to recognize and value people in their cultural specificity, worldview and history, the Educational Policy of Vocational Technical Training does not incorporate knowledge, methods or practices of the various indigenous cultures in the learning processes. To address this problem, educational institutions should move forward in assuming an intercultural educational approach, to ensure the recognition of social and cultural diversity. Using a documentary review at the international, national and local levels, the objective of this essay is to discuss the relevance of the intercultural educational approach as an alternative theoretical support to the monocultural approach that governs the current Vocational Technical Training Policy from the analysis of the Chilean case. To achieve this, we examine the professional technical policy, its laws and regulations in force, to account for how the current school curriculum and educational processes have configured a monocultural, homogenizing and decontextualized educational system. With this analysis, a proposal is presented to modify the policy in question, to incorporate a fifth strategic pillar: Intercultural Learning, based on four lines of action: learning centered on values; articulation of pedagogical approaches; bilingual intercultural learning; and, co-constructed learning. The conclusions suggest that our proposal would be an alternative way to the Western conception to learn and build knowledge, thus responding to the historical, social, cultural and individual demands of people and their territories. |
| format | Online |
| id | INIE-RAIE-article-55628 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| publishDate | 2024 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-556282024-03-08T16:55:51Z Intercultural Learning: A pending challenge for the Vocational Technical Training Policy in Chile El Aprendizaje Intercultural: Un desafío pendiente para la Política de Formación Técnica Profesional en Chile Quezada-Carrasco, Patricio aprendizaje intercultural política educativa formación técnica profesional diversidad social y cultural monoculturalidad intercultural learning educational policy technical vocational training social and cultural diversity monoculturalism In Chile, despite the fact that the General Education Law No. 20,370 establishes the need to recognize and value people in their cultural specificity, worldview and history, the Educational Policy of Vocational Technical Training does not incorporate knowledge, methods or practices of the various indigenous cultures in the learning processes. To address this problem, educational institutions should move forward in assuming an intercultural educational approach, to ensure the recognition of social and cultural diversity. Using a documentary review at the international, national and local levels, the objective of this essay is to discuss the relevance of the intercultural educational approach as an alternative theoretical support to the monocultural approach that governs the current Vocational Technical Training Policy from the analysis of the Chilean case. To achieve this, we examine the professional technical policy, its laws and regulations in force, to account for how the current school curriculum and educational processes have configured a monocultural, homogenizing and decontextualized educational system. With this analysis, a proposal is presented to modify the policy in question, to incorporate a fifth strategic pillar: Intercultural Learning, based on four lines of action: learning centered on values; articulation of pedagogical approaches; bilingual intercultural learning; and, co-constructed learning. The conclusions suggest that our proposal would be an alternative way to the Western conception to learn and build knowledge, thus responding to the historical, social, cultural and individual demands of people and their territories. En Chile, a pesar de que la Ley General de Educación N°20.370 establece la necesidad de reconocer y valorar a las personas en su especificidad cultural, cosmovisión e historia, la Política Educativa de Formación Técnica Profesional no incorpora conocimientos, métodos o prácticas de las diversas culturas indígenas en los procesos de aprendizaje. Para enfrentar este problema, las instituciones educativas deberían avanzar en asumir un enfoque educativo intercultural para garantizar el reconocimiento de la diversidad social y cultural. Mediante una revisión documental a nivel internacional, nacional y local, el objetivo de este ensayo es discutir la pertinencia del enfoque educativo intercultural como sustento teórico-práctico alternativo del enfoque monocultural que gobierna la actual Política de Formación Técnica Profesional a partir del análisis del caso chileno. Para lograrlo, examinamos la política técnica profesional, sus leyes y normas vigentes, con el fin de dar cuenta de cómo el actual curriculum escolar y los procesos educativos han configurado un sistema educativo monocultural, homogeneizador y descontextualizado. Con este análisis, se presenta una propuesta de modificación a la política en cuestión, para incorporar un quinto pilar estratégico: Aprendizaje Intercultural, sustentado en cuatro líneas de acción: aprendizaje centrado en valores; articulación de enfoques pedagógicos; aprendizaje intercultural bilingüe y aprendizaje co-construido. Las conclusiones plantean que nuestra propuesta sería una forma alternativa a la concepción occidental para aprender y construir conocimientos, respondiendo a las demandas históricas, sociales, culturales e individuales de las personas y sus territorios. Universidad de Costa Rica 2024-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text Ensayos texto application/vnd.openxmlformats-officedocument.wordprocessingml.document application/pdf text/xml application/zip https://revistas.ucr.ac.cr/index.php/aie/article/view/55628 10.15517/aie.v24i1.55628 Actualidades Investigativas en Educación; Vol. 24 No. 1 (2024): (January-April); 1-22 Actualidades Investigativas en Educación; Vol. 24 Núm. 1 (2024): (Enero-Abril); 1-22 Actualidades Investigativas en Educación; v. 24 n. 1 (2024): (Janeiro-Abril); 1-22 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/55628/59527 https://revistas.ucr.ac.cr/index.php/aie/article/view/55628/58317 https://revistas.ucr.ac.cr/index.php/aie/article/view/55628/59829 https://revistas.ucr.ac.cr/index.php/aie/article/view/55628/59830 Derechos de autor 2023 Patricio Quezada-Carrasco http://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | aprendizaje intercultural política educativa formación técnica profesional diversidad social y cultural monoculturalidad intercultural learning educational policy technical vocational training social and cultural diversity monoculturalism Quezada-Carrasco, Patricio El Aprendizaje Intercultural: Un desafío pendiente para la Política de Formación Técnica Profesional en Chile |
| title | El Aprendizaje Intercultural: Un desafío pendiente para la Política de Formación Técnica Profesional en Chile |
| title_alt | Intercultural Learning: A pending challenge for the Vocational Technical Training Policy in Chile |
| title_full | El Aprendizaje Intercultural: Un desafío pendiente para la Política de Formación Técnica Profesional en Chile |
| title_fullStr | El Aprendizaje Intercultural: Un desafío pendiente para la Política de Formación Técnica Profesional en Chile |
| title_full_unstemmed | El Aprendizaje Intercultural: Un desafío pendiente para la Política de Formación Técnica Profesional en Chile |
| title_short | El Aprendizaje Intercultural: Un desafío pendiente para la Política de Formación Técnica Profesional en Chile |
| title_sort | el aprendizaje intercultural un desafio pendiente para la politica de formacion tecnica profesional en chile |
| topic | aprendizaje intercultural política educativa formación técnica profesional diversidad social y cultural monoculturalidad intercultural learning educational policy technical vocational training social and cultural diversity monoculturalism |
| topic_facet | aprendizaje intercultural política educativa formación técnica profesional diversidad social y cultural monoculturalidad intercultural learning educational policy technical vocational training social and cultural diversity monoculturalism |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/55628 |
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