Dispositivos lingüísticos de acogida, aprendizaje expansivo e interculturalidad: contribuciones para la inclusión educativa de estudiantes extranjeros

Detalhes bibliográficos
Autor(a) principal: Jiménez-Vargas, Felipe
Data de Publicação: 2020
Outros Autores: Morales, René Valdés, Hernández-Yáñez, María-Teresa, Fardella, Carla
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/187086
Resumo: In the context of the progressive increase of foreigners in public schools in Chile and the recent changes in migratory patterns, the presence of students who do not master the working language of the educational system has systematically incremented in recent years. In a scenario marked by the absence of educational policies that respond to this new linguistic diversity, the purpose of our research was to understand how schools have responded to the arrival of foreign students and what educational practices they have implemented to tackle this challenge. Through a two-year school ethnography in four public schools with high enrollment of foreigners, institutional documents were analyzed and field observation, interviews and focus groups were conducted with different actors amidst the educational communities. Through an analysis of thematic content, the results reveal the implementation of ten devices to manage educational responses to foreign students. We have analyzed three of these devices with a focus on linguistics based on the tensions and contradictions that occur within the educational institutions of which they are part, identifying significant elements and dimensions to drive forward expansive learning. Finally, we discuss these findings in light of the advances and challenges of the intercultural approach in our Latin American region.
id USP-11_13aa9f5d387fb15e1a00c04ec7dfc1b0
oai_identifier_str oai:revistas.usp.br:article/187086
network_acronym_str USP-11
network_name_str Educação e Pesquisa
repository_id_str
spelling Dispositivos lingüísticos de acogida, aprendizaje expansivo e interculturalidad: contribuciones para la inclusión educativa de estudiantes extranjerosLinguistic devices for welcoming, expansive learning and interculturality: contributions for the educational inclusion of foreign studentsInmigraciónInterculturalidadAcogida escolarEducación públicaImmigrationInterculturalitySchool welcomingPublic educationIn the context of the progressive increase of foreigners in public schools in Chile and the recent changes in migratory patterns, the presence of students who do not master the working language of the educational system has systematically incremented in recent years. In a scenario marked by the absence of educational policies that respond to this new linguistic diversity, the purpose of our research was to understand how schools have responded to the arrival of foreign students and what educational practices they have implemented to tackle this challenge. Through a two-year school ethnography in four public schools with high enrollment of foreigners, institutional documents were analyzed and field observation, interviews and focus groups were conducted with different actors amidst the educational communities. Through an analysis of thematic content, the results reveal the implementation of ten devices to manage educational responses to foreign students. We have analyzed three of these devices with a focus on linguistics based on the tensions and contradictions that occur within the educational institutions of which they are part, identifying significant elements and dimensions to drive forward expansive learning. Finally, we discuss these findings in light of the advances and challenges of the intercultural approach in our Latin American region.En el marco del aumento progresivo de extranjeros en escuelas públicas en Chile y de los recientes cambios en los patrones migratorios, la presencia de estudiantes sin dominio de la lengua vehicular del sistema educativo se ha incrementado sistemáticamente en los últimos años. En un escenario marcado por la ausencia de políticas educativas que respondan a esta nueva diversidad lingüística, el propósito de nuestra investigación fue comprender cómo las escuelas han respondido a la llegada de estudiantes extranjeros y qué prácticas educativas han implementado para responder a este desafío. Mediante una etnografía escolar de dos años en cuatro escuelas públicas con alta matrícula de extranjeros, se analizaron documentos institucionales, se realizaron observaciones de campo, entrevistas y grupos focales con diferentes actores de las comunidades educativas. A través de un análisis de contenido temático, los resultados revelan la puesta en marcha de diez dispositivos para gestionar las respuestas educativas hacia estudiantes extranjeros. Analizamos tres de estos dispositivos con foco en lo lingüístico a partir de las tensiones y contradicciones que se producen al interior de los centros educativos del cual forman parte, identificando elementos y dimensiones significativas para impulsar aprendizajes expansivos. Discutimos finalmente estos hallazgos a la luz de los avances y desafíos del enfoque intercultural en nuestra región latinoamericana.Universidade de São Paulo. Faculdade de Educação2020-07-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/xmlapplication/pdfhttps://www.revistas.usp.br/ep/article/view/18708610.1590/S1678-4634202046218867Educação e Pesquisa; v. 46 (2020); 1-22Educação e Pesquisa; Vol. 46 (2020); 1-22Educação e Pesquisa; Vol. 46 (2020); 1-221678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPspahttps://www.revistas.usp.br/ep/article/view/187086/172782https://www.revistas.usp.br/ep/article/view/187086/172781Copyright (c) 2021 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessJiménez-Vargas, FelipeMorales, René ValdésHernández-Yáñez, María-TeresaFardella, Carla 2021-06-14T21:56:24Zoai:revistas.usp.br:article/187086Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2021-06-14T21:56:24Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Dispositivos lingüísticos de acogida, aprendizaje expansivo e interculturalidad: contribuciones para la inclusión educativa de estudiantes extranjeros
Linguistic devices for welcoming, expansive learning and interculturality: contributions for the educational inclusion of foreign students
title Dispositivos lingüísticos de acogida, aprendizaje expansivo e interculturalidad: contribuciones para la inclusión educativa de estudiantes extranjeros
spellingShingle Dispositivos lingüísticos de acogida, aprendizaje expansivo e interculturalidad: contribuciones para la inclusión educativa de estudiantes extranjeros
Jiménez-Vargas, Felipe
Inmigración
Interculturalidad
Acogida escolar
Educación pública
Immigration
Interculturality
School welcoming
Public education
title_short Dispositivos lingüísticos de acogida, aprendizaje expansivo e interculturalidad: contribuciones para la inclusión educativa de estudiantes extranjeros
title_full Dispositivos lingüísticos de acogida, aprendizaje expansivo e interculturalidad: contribuciones para la inclusión educativa de estudiantes extranjeros
title_fullStr Dispositivos lingüísticos de acogida, aprendizaje expansivo e interculturalidad: contribuciones para la inclusión educativa de estudiantes extranjeros
title_full_unstemmed Dispositivos lingüísticos de acogida, aprendizaje expansivo e interculturalidad: contribuciones para la inclusión educativa de estudiantes extranjeros
title_sort Dispositivos lingüísticos de acogida, aprendizaje expansivo e interculturalidad: contribuciones para la inclusión educativa de estudiantes extranjeros
author Jiménez-Vargas, Felipe
author_facet Jiménez-Vargas, Felipe
Morales, René Valdés
Hernández-Yáñez, María-Teresa
Fardella, Carla
author_role author
author2 Morales, René Valdés
Hernández-Yáñez, María-Teresa
Fardella, Carla
author2_role author
author
author
dc.contributor.author.fl_str_mv Jiménez-Vargas, Felipe
Morales, René Valdés
Hernández-Yáñez, María-Teresa
Fardella, Carla
dc.subject.por.fl_str_mv Inmigración
Interculturalidad
Acogida escolar
Educación pública
Immigration
Interculturality
School welcoming
Public education
topic Inmigración
Interculturalidad
Acogida escolar
Educación pública
Immigration
Interculturality
School welcoming
Public education
description In the context of the progressive increase of foreigners in public schools in Chile and the recent changes in migratory patterns, the presence of students who do not master the working language of the educational system has systematically incremented in recent years. In a scenario marked by the absence of educational policies that respond to this new linguistic diversity, the purpose of our research was to understand how schools have responded to the arrival of foreign students and what educational practices they have implemented to tackle this challenge. Through a two-year school ethnography in four public schools with high enrollment of foreigners, institutional documents were analyzed and field observation, interviews and focus groups were conducted with different actors amidst the educational communities. Through an analysis of thematic content, the results reveal the implementation of ten devices to manage educational responses to foreign students. We have analyzed three of these devices with a focus on linguistics based on the tensions and contradictions that occur within the educational institutions of which they are part, identifying significant elements and dimensions to drive forward expansive learning. Finally, we discuss these findings in light of the advances and challenges of the intercultural approach in our Latin American region.
publishDate 2020
dc.date.none.fl_str_mv 2020-07-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/187086
10.1590/S1678-4634202046218867
url https://www.revistas.usp.br/ep/article/view/187086
identifier_str_mv 10.1590/S1678-4634202046218867
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/187086/172782
https://www.revistas.usp.br/ep/article/view/187086/172781
dc.rights.driver.fl_str_mv Copyright (c) 2021 Educação e Pesquisa
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Educação e Pesquisa
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/xml
application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 46 (2020); 1-22
Educação e Pesquisa; Vol. 46 (2020); 1-22
Educação e Pesquisa; Vol. 46 (2020); 1-22
1678-4634
1517-9702
reponame:Educação e Pesquisa
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Educação e Pesquisa
collection Educação e Pesquisa
repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||revedu@usp.br
_version_ 1787713814226010112