Enfoques, bases epistémicas y éticas de la formación del pensamiento pedagógico intercultural en contextos indígenas
Enfoques, bases epistémicas y éticas de la formación del pensamiento pedagógico intercultural en contextos indígenas
Authors
Blanco Figueredo, Lázaro
Arias Ortega, Katerin
Arias Ortega, Katerin
Authors
Date
2022
Datos de publicación:
10.4067/S0718-50062022000200071
Keywords
Formación inicial docente - Educación intercultural - Pensamiento pedagógico
Collections
Abstract
El objetivo de este estudio es analizar los hallazgos reportados en la literatura académica que permitan
sistematizar los enfoques, las bases epistémicas y éticas del proceso de formación del pensamiento
pedagógico intercultural. La metodología es cualitativa, basada en el método análisis de contenido. Como
resultado se identifican tres enfoques: 1) generalizador, 2) conceptual de la educación intercultural, y 3)
contra-hegemónico de la educación. Se encuentran dos bases epistémicas y dos bases éticas que sustentan
la formación del pensamiento pedagógico intercultural. Las bases epistémicas son: 1) dominio del contenido
intercultural y 2) relaciones transdisciplinarias entre el saber indígena y el conocimiento occidental. Las bases
éticas son: 1) configuración del saber pedagógico a través de la memoria histórico-social e 2) integración
reflexiva de doble racionalidad. Se concluye que el pensamiento pedagógico intercultural deriva en una visión
multidisciplinaria e integral del proceso de formación de personas indígenas y no indígenas.
The primary objective of this study is to analyze findings reported on academic literature that would allow systematizing the approaches and the epistemic and ethical bases of the formation process of intercultural pedagogical thought. The methodology is qualitative and based on the content analysis method. As a result, three approaches are identified: 1) generalist, 2) conceptual of intercultural education, and 3) counter-hegemonic of the education. The results also show two epistemic bases and two ethical bases that support the formation of intercultural pedagogical thought. The two epistemic bases are: 1) domain of intercultural content and 2) trans-disciplinary relationships between indigenous knowledge and Western knowledge. The two ethical bases are: 1) configuration of pedagogical knowledge through historical-social memory and 2) reflexive integration of double rationality. It is concluded that intercultural pedagogical thinking results in a multidisciplinary and comprehensive vision of the process of training indigenous and non-indigenous people.
The primary objective of this study is to analyze findings reported on academic literature that would allow systematizing the approaches and the epistemic and ethical bases of the formation process of intercultural pedagogical thought. The methodology is qualitative and based on the content analysis method. As a result, three approaches are identified: 1) generalist, 2) conceptual of intercultural education, and 3) counter-hegemonic of the education. The results also show two epistemic bases and two ethical bases that support the formation of intercultural pedagogical thought. The two epistemic bases are: 1) domain of intercultural content and 2) trans-disciplinary relationships between indigenous knowledge and Western knowledge. The two ethical bases are: 1) configuration of pedagogical knowledge through historical-social memory and 2) reflexive integration of double rationality. It is concluded that intercultural pedagogical thinking results in a multidisciplinary and comprehensive vision of the process of training indigenous and non-indigenous people.