The approach in this article may help nurse scholars and researchers reach an overall, encompassing perspective of the main methods and activities involved in doing phenomenological research. Nurses interested in doing phenomenology of practice are expected to commit with reflection and writing.

Phenomenology of practice is a useful, rigorous way of deeply understanding human phenomena. Therefore, it allows research to be conducted into nursing's most sensitive and decisive aspects. While it is a widely used research approach and methodology in nursing, it is seldom addressed and made use of in its practical and applied value. This article aimed to approach the global outlook of van Manen's hermeneutic-phenomenological method to better understand its theoretical background and to address and support the contribution this method can make to nursing, if rigorously applied. For a professional discipline like nursing, van Manen's approach is especially interesting because, in addition to contributing to the body of knowledge of nursing, it provides a special kind of knowledge that allows nurses to act in a more reflective manner, and with tact and skill, in certain situations and relationships that arise in their daily practice. A more in-depth understanding of this research methodology may help nurse-researchers make good use of it and also harness knowledge derived from this type of research. This comes as a result of assuming that phenomenological texts, the final product of the research, have tremendous educational potential for people who read them carefully.

RESUMEN: Sin duda, una de las principales causas de nuestra mayor pluralidad social es la creciente inmigración. Este trabajo comienza con un análisis crítico de la visión negativa y estereotipada de los inmigrantes, así como del racismo cultural originado por el temor de muchos autóctonos a que los inmigrantes pongan en peligro su identidad cultural. Se hacen después una serie de reflexiones y propuestas pedagógicas sobre cómo la educación intercultural puede —y debe— lograr la integración social y escolar de los alumnos inmigrantes, así como una convivencia normalizada en la vida cotidiana; algo sólo posible si se aplican seriamente los criterios de igualdad y reciprocidad. Finalmente, se propone un nuevo modelo de pedagogía intercultural basado en la «teoría antropológica-ética de la alteridad», que prima a la persona sobre la comunidad cultural, y que supone valores fundamentales como la acogida incondicional del otro, la solicitud responsable, el genuino respeto, y la valoración y deferencia hacia toda persona por encima de su diferencia.ABSTRACT: There is no doubt that one cause of our greater social plurality is the increasing immigration. This paper starts with a critical analysis of the negative and stereotyped view of the immigrant people, as well as the cultural racism caused by the fear that many natives may feel about immigrants as a potential threat to their own cultural identity. Then, the authors present a few pedagogical reflections and proposals about how intercultural education can —and should— achieve the social and school integration of pupils from immigrant families, as well as the normalization of their presence in everyday life. This will only be possible if the principles of equity and reciprocity are rigorously applied in practice. Finally, this paper proposes a new model of intercultural pedagogy, based in the «anthropological and ethical theory of Otherness», which would prioritize the individual over the cultural commnunity, and which implies some essential values such as an unconditional acceptance of the Other, responsible concern, genuine respect, and deference to every person regardless of his/her difference.SOMMAIRE: Une des causes indiscutables de notre grande pluralité sociale est, sans doute, la croissante immigration. D'abord, ce travail présente, par une analyse critique, la vision négative et stéréotypée des immigrés, ainsi que du racisme culturel créé par la crainte de beaucoup d'authoctones qui croient mettre en danger leur propre identité culturelle. Par la suite, les auteurs font plusieurs réflexions et propositions pédagogiques sur comment l'éducation interculturelle peut, et doit, réussir l'intégration, en même temps qu'une coexistence normalisée clans la vie quotidienne sociale et scolaire des élèves immigrants; tout cela sera possible si on applique sérieusement les critères d'égalité et réciprocité. Enfin, ce travail propose un nouveau modèle de pédagogie interculturelle fondé sur la «théorie antropologique-éthique de l'altérité», qui prime la personne face à la communauté culturelle, et qui met en valeurs l'accueil inconditionnel de l'Autre, la sollicitude responsable, l'authentique respect, et la valoration et déférence vers toute personne par-dessus toute différence.

In this article, the author pretends -as already insinuates the proper title- to reflect upon the next points: a) the mutual relation between 'formal', 'no-formal' and 'informal' education; b) to question the proper concept of 'informal education'; c) to realize some epistemological considerations about the repercussions that the amplification of this object of knowledge can have on pedagogy, in its quality of science with a minimal proper entity; It's on these two last aspects of this article, that really falls the principal weigth or effort of this study.

RESUMEN: En este estudio se realiza un análisis de la gran influencia que los profesores ejercen sobre la integración escolar de los alumnos culturalmente minoritarios, a través de su forma de «ser» y de «actuar» en la dinámica cotidiana propia de la enseñanza diaria. La investigación y la teoría analizada en este artículo muestra cómo los profesores pueden —y deben— contribuir poderosamente a lograr una afectiva y social integración escolar de esta categoría de alumnado a través de las mil interacciones positivas diarias mantenidas con estos alumnos. También se pone claramente de manifiesto que los datos analizados deben contribuir, sobre todo, a despertar la conciencia profesional de los profesores a fin de capacitarlos para ser reflexivos, sensibles y comprometidos con la suerte escolar de este tipo de alumnado minoritario. En definitiva, la tesis central encerrada en este artículo es que los profesores resultan ser «los instrumentos por excelencia de los instrumentos pedagógicos», también para conseguir una genuina integración escolar de este tipo de alumnos diferentes.ABSTRACT: This study carnes out an analysis of the great influence that teachers have on the school integration concerning culturally minoritary students, both through the way they «are» and the way they «act» in the daily dynamics characteristic of ordinary teaching. The research and theory analized in this work show how the teachers can —and must— contribute strongly to the affective and social school integration of this kind of students in the thousand and one daily positive interactions with these students. Also it's strongly suggested that the data analysed should contribute to awaken the professional conscience of teachers in order to form a moral and professional responsibility in them that qualifies them to be reflective, sensitive and committed with this kind of minoritary students. In short, the central thesis which lies behind this paper is that the teachers are «the better instruments of the pedagogical instruments » for get a genuine school integration of these different students.