Interculturality beyond borders: hermeneutics of the concept in learning projects developed on the Portuguese-Spanish border
DOI:
https://doi.org/10.35362/rie9716644Keywords:
Interculturality, Border, Learning Projects, EducationAbstract
The concept of interculturality undertakes a variable understanding depending on the theoretical frameworks mobilized and the social and geopolitical contexts in which it is applied. This study aims to understand its hermeneutics in the learning projects developed in the 2021/2022 course of the “Proyecto Escuelas Bilingües e Interculturales de Frontera”. Implemented in 1st to 6th grade classes in schools in the Luso-Spanish border, the projects were analyzed considering the categories: (1) knowledges about cultural elements beyond borders and (2) intercultural educational dynamics. The results show that most of the projects prioritize knowledges about objective regional and national culture, apart from one, which adopts a global citizenship perspective. These knowledges assumed a practical strand in performative intercultural dynamics, using multiliteracies; and relational, visible above all in cross-border meetings and in the involvement of various stakeholders in a paradigm of school as an ecosystem.
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