Perfiles Educativos
Volume 39, Issue 156, 2017, Pages 72-88

Una aproximación microetnográfica de prácticas pedagógicas en escuelas multiculturales: Tensiones y desafíos en torno a la escolarización de inmigrantes y grupos minoritarios (Article)

Vargas F.J. , Cisternas C.F. , Proto C.M.
  • a Escuela de Psicología, Pontificia Universidad Católica de Valparaíso, Chile
  • b Universidad Andrés Bello, Chile, Psicología Social, Universidad Autónoma de Barcelona, Spain
  • c Escuela de Psicología, Pontificia Universidad Católica de Valparaíso, Chile, Psicología Social y de la Personalidad, Universidad de Nueva York, United States

Abstract

This paper presents the results of a case study of a public school in Barcelona with a high proportion of students from minority cultural groups. Participant classroom observations and active teacher interviews were undertaken in order to understand their teaching practices. The ethnographic analysis of the data shows the existence of a set of tensions around the way in which cultural diversity is managed by the teaching staff. These tensions condition the cultural relevance of these practices, the spaces of coexistence that they promote, as well as the opportunities for participation that they offer to their participants. The discussion offers reflections on the traditional way of approaching cultural diversity in schools, with the aim of contributing to the development of basic teacher education programs oriented towards social justice and the development of more equitable schools. © Perfiles Educativos 2017.

Author Keywords

Immigration Cultural diversity Intercultural education Initial formation Ethnography

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85043360715&partnerID=40&md5=f231c93c7e073bc2a66544711a6ea154
ISSN: 01852698
Cited by: 4
Original Language: Spanish