Formación del profesorado en la lengua y cultura indígena: una histórica demanda educativa en contexto Mapuche
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Data de Publicação: | 2016 |
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Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/114093 |
Resumo: | This article brings the results of a study whose purpose was to construct with teachers working in a Mapuche cultural and educational context what they demand from educational institutions according to the needs for their performance. Teachers’ current requirements are correlated, in a historical perspective, with the demands of a group of teachers from this indigenous people witnessed in the 1930s and 1940s. The study has been developed with a mixed social research methodology of historical character to focus on the Mapuche teachers’ demands, and with a communicative methodology to collect current teachers’ demands. For the latter, a mixed research model with a sequential integrated typology was implemented, in which different data collecting techniques were used (communicative questionnaires, interviews, and discussion groups). The results of both corpora of requirements converge on the need for teachers with training in Mapuche culture and language, so that they can deal with the cultural and linguistic characteristics of Mapuche students. In other words, they demand teachers be qualified to develop culturally relevant education. |
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Formación del profesorado en la lengua y cultura indígena: una histórica demanda educativa en contexto Mapuche Formación del profesorado en la lengua y cultura indígena: una histórica demanda educativa en contexto Mapuche Teacher education in indigenous language and culture: A historical educational demand in Mapuche context This article brings the results of a study whose purpose was to construct with teachers working in a Mapuche cultural and educational context what they demand from educational institutions according to the needs for their performance. Teachers’ current requirements are correlated, in a historical perspective, with the demands of a group of teachers from this indigenous people witnessed in the 1930s and 1940s. The study has been developed with a mixed social research methodology of historical character to focus on the Mapuche teachers’ demands, and with a communicative methodology to collect current teachers’ demands. For the latter, a mixed research model with a sequential integrated typology was implemented, in which different data collecting techniques were used (communicative questionnaires, interviews, and discussion groups). The results of both corpora of requirements converge on the need for teachers with training in Mapuche culture and language, so that they can deal with the cultural and linguistic characteristics of Mapuche students. In other words, they demand teachers be qualified to develop culturally relevant education. Este artículo presenta resultados de una investigación que tuvo como propósito construir, junto al profesorado en ejercicio en contexto educativo y cultural Mapuche, los requerimientos que estos docentes demandan a las instituciones formadoras en función de las necesidades del contexto de desempeño. Los requerimientos actuales del profesorado se correlacionan, en perspectiva histórica, con las demandas levantadas por un grupo de profesores pertenecientes a este pueblo originario y testimoniado hacia los años 30 y 40 del siglo XX. La investigación se desarrolló desde una metodología de investigación social mixta, de carácter histórico para concentrar las demandas del profesorado Mapuche y desde la metodología comunicativa para levantar las demandas actuales del profesorado. Para este último caso también se implementó un diseño de investigación mixto, de tipología secuencial e integrada que utilizó distintas técnicas de recolección de información durante su desarrollo (cuestionario comunicativo, entrevista comunicativa y grupo de discusión comunicativo). Los resultados de ambos corpus de requerimientos confluyen en demandar un profesorado con formación en la lengua y cultura Mapuche, que le permita dar cuenta de las características culturales y lingüísticas del estudiantado originario que asiste al sistema escolar, es decir abogan por la presencia de un cuerpo docente con habilitación profesional para desarrollar procesos pedagógicos con pertinencia cultural. Universidade de São Paulo. Faculdade de Educação2016-03-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/11409310.1590/S1517-9702201603141205Educação e Pesquisa; v. 42 n. 1 (2016); 229-244Educação e Pesquisa; Vol. 42 No. 1 (2016); 229-244Educação e Pesquisa; Vol. 42 Núm. 1 (2016); 229-2441678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPspahttps://www.revistas.usp.br/ep/article/view/114093/111991Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessTurra, Omar Ferrada, Donatila 2016-04-08T14:08:49Zoai:revistas.usp.br:article/114093Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2016-04-08T14:08:49Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Formación del profesorado en la lengua y cultura indígena: una histórica demanda educativa en contexto Mapuche Formación del profesorado en la lengua y cultura indígena: una histórica demanda educativa en contexto Mapuche Teacher education in indigenous language and culture: A historical educational demand in Mapuche context |
title |
Formación del profesorado en la lengua y cultura indígena: una histórica demanda educativa en contexto Mapuche |
spellingShingle |
Formación del profesorado en la lengua y cultura indígena: una histórica demanda educativa en contexto Mapuche Turra, Omar |
title_short |
Formación del profesorado en la lengua y cultura indígena: una histórica demanda educativa en contexto Mapuche |
title_full |
Formación del profesorado en la lengua y cultura indígena: una histórica demanda educativa en contexto Mapuche |
title_fullStr |
Formación del profesorado en la lengua y cultura indígena: una histórica demanda educativa en contexto Mapuche |
title_full_unstemmed |
Formación del profesorado en la lengua y cultura indígena: una histórica demanda educativa en contexto Mapuche |
title_sort |
Formación del profesorado en la lengua y cultura indígena: una histórica demanda educativa en contexto Mapuche |
author |
Turra, Omar |
author_facet |
Turra, Omar Ferrada, Donatila |
author_role |
author |
author2 |
Ferrada, Donatila |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Turra, Omar Ferrada, Donatila |
description |
This article brings the results of a study whose purpose was to construct with teachers working in a Mapuche cultural and educational context what they demand from educational institutions according to the needs for their performance. Teachers’ current requirements are correlated, in a historical perspective, with the demands of a group of teachers from this indigenous people witnessed in the 1930s and 1940s. The study has been developed with a mixed social research methodology of historical character to focus on the Mapuche teachers’ demands, and with a communicative methodology to collect current teachers’ demands. For the latter, a mixed research model with a sequential integrated typology was implemented, in which different data collecting techniques were used (communicative questionnaires, interviews, and discussion groups). The results of both corpora of requirements converge on the need for teachers with training in Mapuche culture and language, so that they can deal with the cultural and linguistic characteristics of Mapuche students. In other words, they demand teachers be qualified to develop culturally relevant education. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-03-01 |
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/114093 10.1590/S1517-9702201603141205 |
url |
https://www.revistas.usp.br/ep/article/view/114093 |
identifier_str_mv |
10.1590/S1517-9702201603141205 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/114093/111991 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
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. 42 n. 1 (2016); 229-244 Educação e Pesquisa; Vol. 42 No. 1 (2016); 229-244 Educação e Pesquisa; Vol. 42 Núm. 1 (2016); 229-244 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 |
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1787713811673776128 |