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2024-12-28
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info:eu-repo/semantics/openAccess
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Universidad Nacional de Concepción
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Este artículo analiza la experiencia de organización y programación de los módulos temáticos que componen el curso de formación docente Abordaje Intercultural para la Educación Indígena, el cual ha sido desarrollado en la Universidad Nacional de Concepción (UNC) dentro de las acciones del proyecto FORMACAP-Aula Pyahu. Los objetivos son: exponer el progreso del estudio llevado a cabo por la Universidad Nacional de Concepción en el curso de capacitación referido y ofrecer, al mismo tiempo, una propuesta de formación de docentes enfocado a la educación intercultural e indígena con la finalidad de su utilidad como base para la ejecución de proyectos posteriores. Para el estudio cuantitativo y cualitativo se utilizó la técnica de la encuesta y como instrumento el cuestionario con preguntas cerradas y abierta por considerar apropiado al enfoque y al diseño de la investigación propuesta, dirigido a los participantes del curso. Los resultados reflejan la escasa formación en educación intercultural, la percepción de la perspectiva educativa intercultural como valor positivo en la práctica docente, la opinión generalizada sobre el racismo hacia los pueblos indígenas que aún impregna a la sociedad paraguaya y, por último, las prioridades urgentes en el sistema educativo paraguayo en cuanto a educación inclusiva, indígena, formación docente y reforma del currículo se refiere. Como conclusión, se comprueba que la educación intercultural en Paraguay es percibida como un enfoque favorable para el sistema educativo en general y para el reconocimiento de los derechos de los pueblos indígenas en particular, lo cual contribuye a que la escuela sea un espacio generador de una mayor cohesión social.
This article analyzes the experience of organizing and programming the thematic modules that make up the teacher training course Intercultural Approach for Indigenous Education, which has been developed at the National University of Concepción (UNC) within the actions of the FORMACAP-Aula Pyahu project. The objectives are: to present the progress of the study carried out by the National University of Concepción in the training course referred to and to offer, at the same time, a proposal for teacher training focused on intercultural and indigenous education with the purpose of its usefulness as a basis for the execution of subsequent projects. For the quantitative and qualitative study, the survey technique and the questionnaire with closed and open questions were used as an instrument, considering them appropriate to the approach and design of the proposed research, directed to the course participants. The results reflect the limited training in intercultural education, the perception of the intercultural educational perspective as a positive value in teaching practice, the widespread opinion on racism towards indigenous peoples that still permeates Paraguayan society and, finally, the urgent priorities in the Paraguayan educational system in terms of inclusive education, indigenous education, teacher training and curriculum reform. In conclusion, it is found that intercultural education in Paraguay is perceived as a favourable approach for the educational system in general and for the recognition of the rights of indigenous peoples in particular, which contributes to making the school a space that generates greater social cohesion.
This article analyzes the experience of organizing and programming the thematic modules that make up the teacher training course Intercultural Approach for Indigenous Education, which has been developed at the National University of Concepción (UNC) within the actions of the FORMACAP-Aula Pyahu project. The objectives are: to present the progress of the study carried out by the National University of Concepción in the training course referred to and to offer, at the same time, a proposal for teacher training focused on intercultural and indigenous education with the purpose of its usefulness as a basis for the execution of subsequent projects. For the quantitative and qualitative study, the survey technique and the questionnaire with closed and open questions were used as an instrument, considering them appropriate to the approach and design of the proposed research, directed to the course participants. The results reflect the limited training in intercultural education, the perception of the intercultural educational perspective as a positive value in teaching practice, the widespread opinion on racism towards indigenous peoples that still permeates Paraguayan society and, finally, the urgent priorities in the Paraguayan educational system in terms of inclusive education, indigenous education, teacher training and curriculum reform. In conclusion, it is found that intercultural education in Paraguay is perceived as a favourable approach for the educational system in general and for the recognition of the rights of indigenous peoples in particular, which contributes to making the school a space that generates greater social cohesion.
Descripción
The registered version of this article, first published in “Revista Científica Humanidades, vol. 3, 2024", is available online at the publisher's website: Universidad Nacional de Concepción, https://revistas.unc.edu.py/index.php/fhyce/article/view/213
La versión registrada de este artículo, publicado por primera vez en “Revista Científica Humanidades, vol. 3, 2024", está disponible en línea en el sitio web del editor: Universidad Nacional de Concepción, https://revistas.unc.edu.py/index.php/fhyce/article/view/213
La versión registrada de este artículo, publicado por primera vez en “Revista Científica Humanidades, vol. 3, 2024", está disponible en línea en el sitio web del editor: Universidad Nacional de Concepción, https://revistas.unc.edu.py/index.php/fhyce/article/view/213
Categorías UNESCO
Palabras clave
formación docente, educación intercultural, indígena, Paraguay, teacher training, intercultural education, indigenous, Paraguay
Citación
El Abordaje Intercultural para la Educación Indígena: Una Propuesta de Formación Docente. (2024). Revista Científica Humanidades - ISSN: 3007-7354, 3(1), 30-47. https://revistas.unc.edu.py/index.php/fhyce/article/view/213
Centro
Facultad de Educación
Departamento
Métodos de Investigación y Diagnóstico en Educación I