| dc.creator |
María Padrós |
|
| dc.creator |
Itxaso Tellado |
|
| dc.date |
2009-11-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:13:31Z |
|
| dc.date.available |
2015-07-20T22:13:31Z |
|
| dc.identifier |
1138-9737 |
|
| dc.identifier |
https://doaj.org/article/d5bfe049aa7d434bb4a53f5a0c62da1e |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/16074 |
|
| dc.description |
The educational centres are a multicultural reality that comprises the coexistence<br />of different cultural minorities, languages, religions, lifestyles and social codes.<br />The critical pedagogy presents ways of living and learning in this culture crossing overcoming<br />both the ethnocentric model of racism (assimilation to the culture understood as<br />“superior”) as well as the relativist model (with emphasis on the difference and denying<br />equality), aiming for the idea of equality of differences. In the article are presented ways<br />of crossing cultures and historical backgrounds from a critical, supportive and transformational<br />approach among languages, religions and believes. It is stated that the consensus<br />is possible in the framework of the plurality of identities and cultural patterns, and<br />that egalitarian dialog between cultures in the school promotes not only individual<br />transformations but also changes in the social relationships.<br>Los centros educativos son una realidad multicultural, donde conviven diferentes<br />minorías culturales, lenguas, religiones, formas de vida y códigos sociales. La<br />pedagogía crítica plantea formas de vivir y aprender en este cruce de culturas que superan<br />tanto el modelo etnocéntrico de racismo (asimilación a la cultura considerada “superior”)<br />como el modelo relativista (énfasis en la diferencia y renuncia a la igualdad),<br />apostando por la idea de igualdad de las diferencias. En el artículo se exponen formas<br />críticas de fomentar el cruce entre culturas y bagajes históricos, entre lenguas, religiones<br />y creencias. Se plantea que el consenso es posible en el marco de la pluralidad de identidades<br />y pautas culturales, y que el diálogo igualitario entre culturas en la escuela promueve<br />no sólo transformaciones individuales sino también cambios en las relaciones<br />sociales. |
|
| dc.publisher |
Ediciones Universidad de Salamanca |
|
| dc.relation |
http://campus.usal.es/~revistas_trabajo/index.php/revistatesi/article/view/3968 |
|
| dc.relation |
https://doaj.org/toc/1138-9737 |
|
| dc.source |
Teoría de la Educación : Educación y Cultura en la Sociedad de la Información, Vol 10, Iss 3, Pp 159-179 (2009) |
|
| dc.subject |
multiculturalidad |
|
| dc.subject |
pedagogía crítica |
|
| dc.subject |
dialógico |
|
| dc.subject |
comunidad |
|
| dc.subject |
escuela |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.title |
CULTURE CROSSING IN THE SCHOOL CRUCE DE CULTURAS EN LA ESCUELA |
|
| dc.type |
article |
|