Resignifying Interculturality in the Costa Rican Educational System
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| Autor: | |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2023 |
| Descripción: | Taking critical-decolonial thinking as a reference, a theoretical review is made of the curricular policies in Intercultural Education developed in Costa Rica during the last decades; with the objective of problematizing the methods selected for their design and execution, while opening a theoretical debate from the teachers' collective around the hegemonic character of the contents that the Official Curriculum intends to transmit. In line with the proposed objectives, this theoretical essay is based on the technique of content analysis, to demonstrate that the curricular reforms in interculturality are framed within the neoliberal globalization project, whose purpose is the reproduction of historical domination logics, in this case through the official educational systems, under the guise of discourses such as tolerance and inclusion. In view of these scenarios, emphasis is placed on the need to vindicate the role of teachers in the construction of collective proposals that respond to the diversities present in the country's educational communities. |
| País: | Portal de Revistas UNA |
| Institución: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Lenguaje: | Español Inglés Portugués |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/18571 |
| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/perspectivas/article/view/18571 |
| Palabra clave: | Curriculum Intercultural Education Cultural Hegemony Cultural Diversity Intercultural Dialogue Inclusion Social Studies currículo educación intercultural hegemonía cultural diversidad cultural diálogo intercultural inclusión Estudios Sociales Currículo Educação Intercultural Hegemonia Cultural Diversidade Cultural Diálogo Intercultural Inclusão Estudos Sociais |