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INTERCULTURALITY AND THE ROLE OF TEACHERS IN THE EDUCATIONAL REFORMS

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Author(s): Fidel Molina

Journal: Ra Ximhai
ISSN 1665-0441

Volume: 6;
Issue: 1;
Start page: 131;
Date: 2010;
Original page

Keywords: Sociology of Education | Cultural diversity | Inclusive Education.

ABSTRACT
The educational reforms respond to the orientations of diverse educational politics which (re)formulate the objectives of the education in function on new social, economical and cultural needs, and that has been detected through an educative diagnosis of the sociopolitical reality in which is frame. One of the fundamental agents to carry out the educational reforms are the teachers. Because of it, we have carried out a series of investigations, qualitative and quantitative, in the last decade, deepening in the voice of the teacher and in the preponderant aspect of the changes proposed that is “the attention to diversity” and more concretely, of the cultural diversity. The investigations and theoretical reflexions have been center in Spain (and as case study, Cataluña), but they also have behaved the study of other latin american realities like the Educative Transformation in Argentina (basically the NOA region) and the relation with the development of Intercultural Education and Bilingual Intercultural Education in countries as Mexico, Brasil and Guatemala, mainly. Of all it, there has been a series of results and orientations that must serve us for the reflection and the educative action (sociocultural and political). Thus, in some regions there must be being given what scientist may call “drama of development” with the recent megaprojects of educative transformations which no avoid –or even, facilitate- the educative segmentation, coexisting more than one educative systems in the own country. We must think about the integrative model of school that is born in modernity and is question with it. In every case, and as a fruit of the field work carried out (participating observation, interviews and surveys), we can conclude that among the masters lines being consider as key elements to consider that a center works in an intercultural and inclusive sense, are emphasize those related with the implication of teachers that is supported by families and the administration: good formation of the tutors, a directive team with clear and positive leadership, posing projects and activities relating the center with the environment, existence of a plan of shared tutorial action followed by teachers and that can facilitate the interpersonal relation and aids to the students orientation.
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