| dc.creator |
Irina Rasskin Gutman |
|
| dc.date |
2012-07-01T00:00:00Z |
|
| dc.date.accessioned |
2015-08-12T11:21:17Z |
|
| dc.date.available |
2015-08-12T11:21:17Z |
|
| dc.identifier |
1988-8430 |
|
| dc.identifier |
https://doaj.org/article/9016e735c60f40d0820a827b2fee143b |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/28840 |
|
| dc.description |
Resumen: A través de este trabajo proponemos una mirada crítica sobre algunos de los retos fundamentales que la llegada de alumnado de origen inmigrante a nuestras aulas supone para la educación en general. Para ello, presentaremos datos procedentes de una investigación etnográfica realizada durante el periodo 2004-09 en un centro de educación secundaria público, situado en la periferia de la Comunidad de Madrid (CM). Concretamente, nos centraremos en tres sesiones sobre “habilidades sociales” impartidas durante la clase de Educación Compensatoria de 1º de la E.S.O (12-13 años). A partir de estos datos observaremos cómo, lejos de aprovechar dichos espacios para analizar las diferentes formas de proceder en distintas sociedades y comunidades, los docentes imponen aquellos modelos que consideran adecuados para conducirse “hábilmente” en la sociedad española actual. Dado que muchos de los programas de Educación Compensatoria de la CM se hallan conformados por estudiantes mayoritariamente de origen inmigrante, desde nuestro punto de vista, esta forma de orientar las clases encubre el aspecto convencional de toda norma social y desaprovecha las oportunidades para el desarrollo de una educación propiamente intercultural que busque la transformación mutua.Abstract: Through this paper we propose a critical look at some of the key challenges for the Educational System brought to the table by the arrival of immigrant students to our classrooms. To do this, we will present some data from an ethnographical research conducted from 2004 to 2009 at a public high school located on the outskirts of Madrid Region (Comunidad de Madrid). Specifically, we will focus on three sessions on "social skills" taught during the Compensatory Education Class inserted in the seventh grade of the Compulsory Secondary Education (12-13 years old). From these data we will observe that, far from taking advantage of these opportunities for exploring different ways of intercultural cohesion in societies and communities, teachers impose models that considered adequate to conduct "cleverly" in Spanish society. Since many of the Compensatory Education Programs of the Madrid Region are largely composed by immigrant students, from our point of view, this kind of class guidance covers all the conventional aspect of social norm and misses opportunities to develop intercultural education properly oriented to seek mutual transformation. |
|
| dc.language |
Spanish |
|
| dc.language |
English |
|
| dc.publisher |
Consejería de Educación |
|
| dc.relation |
http://iesgtballester.juntaextremadura.net/web/profesores/tejuelo/vinculos/articulos/mon06/03.pdf |
|
| dc.relation |
https://doaj.org/toc/1988-8430 |
|
| dc.rights |
CC BY-SA |
|
| dc.source |
Tejuelo : Didáctica de la Lengua y la Literatura, Vol COL, Iss 6, Pp 47-63 (2012) |
|
| dc.subject |
Educación intercultural |
|
| dc.subject |
Educación Compensatoria |
|
| dc.subject |
Asimilación cultural |
|
| dc.subject |
Inmigración: “Habilidades sociales” |
|
| dc.subject |
Intercultural education |
|
| dc.subject |
Compensatory Education Class |
|
| dc.subject |
Cultural assimilation |
|
| dc.subject |
Immigration |
|
| dc.subject |
Social skills |
|
| dc.subject |
Literature (General) |
|
| dc.subject |
PN1-6790 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
DOAJ:Languages and Literatures |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Literature (General) |
|
| dc.subject |
PN1-6790 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
DOAJ:Languages and Literatures |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Literature (General) |
|
| dc.subject |
PN1-6790 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Literature (General) |
|
| dc.subject |
PN1-6790 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Literature (General) |
|
| dc.subject |
PN1-6790 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
¿Educación intercultural o asimilación cultural? Una reflexión crítica a partir de la enseñanza de “habilidades sociales” en la escuela secundaria / Intercultural education or cultural assimilation? A critical reflection from teaching "social skills" at high school |
|
| dc.type |
article |
|