Pluralismo cultural y educación: el caso canadiense Cultural pluralism and education: the case of Canada

dc.creator	María Isabel Pozzo
dc.date	2012-06-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:20:27Z
dc.date.available	2015-08-12T11:20:27Z
dc.identifier	10.1590/S0102-46982012000200012
dc.identifier	0102-4698
dc.identifier	1982-6621
dc.identifier	https://doaj.org/article/93897e02d6b04a909148b97e27154cbd
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/28293
dc.description	El presente artículo se centra en las estrategias educativas que promuevan "la inclusión y la participación de todos los ciudadanos garantizando la cohesión social, la vitalidad de la sociedad civil y la paz" (UNESCO, 2001) en una comunidad multicultural paradigmática como la canadiense. El abordaje consta de tres partes. En la primera se examina la naturaleza multicultural de Canadá: la composición socioétnica de su población, diacrónica y sincrónicamente. En la segunda parte se analiza el pluralismo cultural entendido como compromiso político ante el multiculturalismo descripto anteriormente. Para ello, se revisa la política del "mosaico" así como la legislación canadiense a este respecto. Finalmente, se describen las estrategias educativas a través de las cuales dicha política cobra existencia. Con este estudio se pretende promover una reflexión sobre la forma en que otros países dan respuesta a la realidad multicultural actual.<br>This paper refers to the educational strategies that promote "inclusion and participation of all citizens, ensuring social cohesion, the vitality of civil society, and peace" (UNESCO, 2001) in the Canadian society, considered as a paradigmatic multicultural community. The approach consists of three sections. The first one examines the multicultural nature of Canada: the socio-ethnic composition of its population, diachronically and synchronically. The second part discusses cultural pluralism conceived as a political commitment to multiculturalism as described above. In this sense, the policy of "mosaic" is reviewed, as well as the Canadian law pertaining to this matter. The last section describes educational strategies through which the policy is brought into existence. This study is intended to encourage one to reflect on how other countries respond to the multicultural reality of today.
dc.language	Portuguese
dc.publisher	Faculdade de Educação da Universidade Federal de Minas Gerais
dc.relation	http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102-46982012000200012
dc.relation	https://doaj.org/toc/0102-4698
dc.relation	https://doaj.org/toc/1982-6621
dc.rights	CC BY-NC
dc.source	Educação em Revista, Vol 28, Iss 2, Pp 257-284 (2012)
dc.subject	Pluralismo Cultural
dc.subject	Educación
dc.subject	Canadá
dc.subject	Cultural Pluralism
dc.subject	Education
dc.subject	Canada
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Pluralismo cultural y educación: el caso canadiense Cultural pluralism and education: the case of Canada
dc.type	article