Resumo

FERNANDEZ DE C, Maria E.; MAGRO R, Marcela  e  MEZA, Mildred. Are Intercultural Elements And Diversity Well Addressed In The Training Program For Indigenous Teachers?. Investigación y Postgrado [online]. 2005, vol.20, n.1, pp.207-242. ISSN 1316-0087.

The following research proposes the intercultural characterization implicit in the training program for indigenous teachers manage by the UPEL. The empirical study was guided by the following questions: What is the concept of intercultural within the framework of the program? What strategies are used by teachers for implementing an intercultural environment? Is diversity an issue properly addressed by the UPEL in its training program for indigenous teachers? Theoretically, the research relies on the concepts of intercultural and diversity as well as on the principles of the theory of action postulated by Argyris and Schon (1978). It is assume that intercultural education is a "process of teaching-learning based on democratic pluralism, tolerance and the acceptance of diversity." (Arnaiz and De Haro, 1997). The study is seen as both interpretative and critical. In terms of methodology, theoretical sampling, observations, in-depth interviews and discourse analysis were applied. For the data analysis, the Information Chain model was used (Argyris and Schon, 1978). The findings highlight the acknowledgement of ethnic and cultural diversity, the practice of an assimilative pedagogical encounter, and restriction of diversity to ethnicity. The conclusion points out that the notion of intercultural is only used to describe superficially the program without realizing its profound thematic implications.

Palavras-chave : indigenous education; intercultural education; university education; college education..