Orietta Geeregat Vera

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.

CRISIS Y TEMPORALIDAD EN LA FORMACIÓN INICIAL DE PROFESORES DE LENGUAJE Y COMUNICACIÓN

Este trabajo da cuenta de un proceso anali-tico-reflexivo respecto del fenomeno educativo, en la construccion y deconstruccion de capital cultural docente y su capacidad de transferir el contenido simbolico de mayor significancia del paradigma cultural de occidente. Se hace una lectura de los procesos de formacion inicial docente considerando como eje la contextua-lizacion historica de diversas propuestas y los imaginarios que estas han desarrollado en las comunidades involucradas. Deja en evidencia la construccion de la memoria historica del paradigma de la escuela normal y relaciona el discurso construido en torno a ella y los actuales desafios educativos.

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.