Una aproximación microetnográfica de prácticas pedagógicas en escuelas multiculturales: Tensiones y desafíos en torno a la escolarización de inmigrantes y grupos minoritarios

Felipe Jiménez Vargas, Carla Fardella Cisternas, Carolina Muñoz Proto

Resultado de la investigación: Contribución a una revistaArtículo

4 Citas (Scopus)

Resumen

This paper presents the results of a case study of a public school in Barcelona with a high proportion of students from minority cultural groups. Participant classroom observations and active teacher interviews were undertaken in order to understand their teaching practices. The ethnographic analysis of the data shows the existence of a set of tensions around the way in which cultural diversity is managed by the teaching staff. These tensions condition the cultural relevance of these practices, the spaces of coexistence that they promote, as well as the opportunities for participation that they offer to their participants. The discussion offers reflections on the traditional way of approaching cultural diversity in schools, with the aim of contributing to the development of basic teacher education programs oriented towards social justice and the development of more equitable schools.

Idioma originalEspañol
Páginas (desde-hasta)72-88
Número de páginas17
PublicaciónPerfiles Educativos
Volumen39
N.º156
EstadoPublicada - 1 abr 2017

Palabras clave

  • Ethnography
  • Immigration Cultural diversity
  • Intercultural education Initial formation

Áreas temáticas de ASJC Scopus

  • Educación

Citar esto