Juan Manuel Fierro Bustos

Procesos de formación inicial docente en contextos multiculturales: inclusión y exclusión

This paper presents a critical vision of the in multicultural contexts discussing the possibility of an open hierarchy related to the intercultural relationship between the major society and the subordinated one. The results of such relation are excluding and non-communicative from its origin; this situation becomes important in initial teaching training because that is the moment to incubate a possible social change. The idea is to promote a deep epistemological discussion which locates western paradigm and its main reproductive agent – the educational system – in an equivalent prestige to indigenous knowledge and its ways of teaching. When looking at this phenomenon from its origin, initial teaching training in a permanent territorial relationship, it is fair to ask if it is possible to form teachers to teach intercultural education, or less ambitious, teachers with tools to implement an education focused on the origin of their students, or who just show how indigenous students are inheritors of a pre-discovery culture far away from western foundation science.This paper presents a critical vision of the in multicultural contexts discussing the possibility of an open hierarchy related to the intercultural relationship between the major society and the subordinated one. The results of such relation are excluding and non-communicative from its origin; this situation becomes important in initial teaching training because that is the moment to incubate a possible social change. The idea is to promote a deep epistemological discussion which locates western paradigm and its main reproductive agent – the educational system – in an equivalent prestige to indigenous knowledge and its ways of teaching. When looking at this phenomenon from its origin, initial teaching training in a permanent territorial relationship, it is fair to ask if it is possible to form teachers to teach intercultural education, or less ambitious, teachers with tools to implement an education focused on the origin of their students, or who just show how indigenous students are inheritors of a pre-discovery culture far away from western foundation science.

La formación de la crítica literaria chilena. Prensa, cultura y poder

This paper presents the results of a research project that the authors are developing about the Chilean literary criticism developed in the press. In this context, we propose the revision of the initial development of criticism in the early nineteenth century, and the importance of the press in the formation of the Chilean cultural system. Shown as the critical period begins with the first chilean newspaper, La Aurora de Chile, and is crystallized in the critical work by Andres Bello.

Processos de formação docente inicial em contextos multiculturais: inclusão e exclusão

This paper presents a critical vision of the in multicultural contexts discussing the possibility of an open hierarchy related to the intercultural relationship between the major society and the subordinated one. The results of such relation are excluding and non-communicative from its origin; this situation becomes important in initial teaching training because that is the moment to incubate a possible social change. The idea is to promote a deep epistemological discussion which locates western paradigm and its main reproductive agent – the educational system – in an equivalent prestige to indigenous knowledge and its ways of teaching. When looking at this phenomenon from its origin, initial teaching training in a permanent territorial relationship, it is fair to ask if it is possible to form teachers to teach intercultural education, or less ambitious, teachers with tools to implement an education focused on the origin of their students, or who just show how indigenous students are inheritors of a pre-discovery culture far away from western foundation science.This paper presents a critical vision of the in multicultural contexts discussing the possibility of an open hierarchy related to the intercultural relationship between the major society and the subordinated one. The results of such relation are excluding and non-communicative from its origin; this situation becomes important in initial teaching training because that is the moment to incubate a possible social change. The idea is to promote a deep epistemological discussion which locates western paradigm and its main reproductive agent – the educational system – in an equivalent prestige to indigenous knowledge and its ways of teaching. When looking at this phenomenon from its origin, initial teaching training in a permanent territorial relationship, it is fair to ask if it is possible to form teachers to teach intercultural education, or less ambitious, teachers with tools to implement an education focused on the origin of their students, or who just show how indigenous students are inheritors of a pre-discovery culture far away from western foundation science.

Initial teacher training processes in multicultural context: inclusion and exclusion

This paper presents a critical vision of the in multicultural contexts discussing the possibility of an open hierarchy related to the intercultural relationship between the major society and the subordinated one. The results of such relation are excluding and non-communicative from its origin; this situation becomes important in initial teaching training because that is the moment to incubate a possible social change. The idea is to promote a deep epistemological discussion which locates western paradigm and its main reproductive agent – the educational system – in an equivalent prestige to indigenous knowledge and its ways of teaching. When looking at this phenomenon from its origin, initial teaching training in a permanent territorial relationship, it is fair to ask if it is possible to form teachers to teach intercultural education, or less ambitious, teachers with tools to implement an education focused on the origin of their students, or who just show how indigenous students are inheritors of a pre-discovery culture far away from western foundation science.This paper presents a critical vision of the in multicultural contexts discussing the possibility of an open hierarchy related to the intercultural relationship between the major society and the subordinated one. The results of such relation are excluding and non-communicative from its origin; this situation becomes important in initial teaching training because that is the moment to incubate a possible social change. The idea is to promote a deep epistemological discussion which locates western paradigm and its main reproductive agent – the educational system – in an equivalent prestige to indigenous knowledge and its ways of teaching. When looking at this phenomenon from its origin, initial teaching training in a permanent territorial relationship, it is fair to ask if it is possible to form teachers to teach intercultural education, or less ambitious, teachers with tools to implement an education focused on the origin of their students, or who just show how indigenous students are inheritors of a pre-discovery culture far away from western foundation science.