Interculturalidad sin fronteras: hermenéutica del concepto en proyectos de aprendizaje desarrollados en la Raya luso-española
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https://doi.org/10.35362/rie9716644Palabras clave:
Interculturalidad, Frontera, Proyectos de Aprendizaje, EducaciónResumen
El concepto de interculturalidad adquiere comprensión variable en función de los marcos teóricos movilizados y los contextos sociales y geopolíticos en los que se aplica. Este estudio pretende comprender su hermenéutica en los proyectos de aprendizaje desarrollados en el curso 2021/2022 del “Proyecto Escuelas Bilingües e Interculturales de Frontera”. Implementados en clases de 1.º a 6.º grado en escuelas en la raya luso-española, los proyectos fueron analizados considerando las categorías: (1) conocimientos sobre elementos culturales transfronterizos y (2) dinámicas educativas interculturales. Los resultados muestran que su mayoría prioriza conocimientos sobre cultura regional y nacional objetiva, con excepción de uno, que adopta una perspectiva de ciudadanía global. Estos conocimientos asumieron forma práctica mediante dinámicas interculturales performativas, recurriendo a multiliteracies; y también relacionales, visibles sobre todo en encuentros transfronterizos y en la implicación de los stakeholders en un paradigma de escuela como ecosistema.
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