The objective of this article is to evaluate the intercultural sensitivity of teachers working in culturally diverse classrooms, and to analyse differences in intercultural sensitivity based on the gender, age, training (advanced training courses), and intercultural experience of the teachers. A quantitative approach with a comparative descriptive design was chosen. The Intercultural Sensitivity Scale was used, composed of 24 statements, which were responded to by 50 teachers. The results show that teachers possess moderate intercultural sensitivity and that the highest rated competencies are trust and attention to communication.

ResumenChile, a pesar de su historia migratoria, no ha generado programas educativos sustentados por políticas gubernamentales que propicien la adquisición de la variedad lingüística de la comunidad de acogida, por parte de la inmigración no hispanoparlante, integrando los referentes culturales de ambos colectivos. Se propone una alternativa a este olvido histórico y nos planteamos lo siguiente: ¿Qué elementos debiesen integrar un programa de adquisición de la variedad lingüística de la comunidad de acogida dirigido a inmigrantes haitianos propiciando el (re)conocimiento cultural? Se presenta el diseño e implementación de un programa que adopta la Hipótesis de Interdependencia Lingüística, en un aula dinámica donde se trabaja de forma colaborativa y situada. Se concluye que es posible educar en una segunda lengua a partir de la incorporación de elementos que propicien la interrelación de los aprendices en igualdad de conocimientos, y el uso de los códigos lingüísticos de los participantes como manifestación de respeto e interés por lo que cada uno pueda aportar a partir de su L1, develando su cultura de origen. AbstractChile, despite having a migration history, has not generated educational programs supported by government policies that encourage the acquisition of the linguistic variety of the host society, by non-Spanish-speaking immigration community, integrating the cultural referents of both collectives. It is suggested an option to this historical oblivion and we consider the following: What elements should be integrated into a program for acquiring the linguistic variety Valeria Sumonte Rojas, Miguel Friz, Susan Sanhueza y Karla Morales 180 | ALPHA Nº 48 (JULIO 2019) PÁGS. 179-193. ISSN 0716-4254of the host society focused to Haitian immigrants fostering the cultural recognition? It is presented the design and implementation of a program that adopts the Linguistic Interdependence Hypothesis in a dynamic classroom working in a collaborative and situated way. As a conclusion, it is possible to educate in a second language from a program that incorporates elements that promote the interrelation of all participants in equality of knowledge, as well as the use of participants' linguistic codes as a manifestation of respect and interest for what each participant can contribute from his/her L1, revealing their culture of origin.

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Practising teachers and future Chilean teachers show weaknesses in developing learning evaluation processes efficiently. The polysemic concept of evaluation in Initial Teacher Training (FID, Spanish acronym for Initial Teacher Training) is one of the main difficulties for the students of pedagogy as well as their limited possibilities to implement practical evaluation processes. In this context, the present work analyses the perceptions of 189 students from different pedagogy careers (Chile) on the evaluation of learning. The current study is descriptive research with a quantitative approach in which a questionnaire was designed and used as research instrument to address the conceptual, functional and experiential dimensions of the evaluation. The results indicate that the perceptions of the evaluation of the students are up to date and according to specialised literature. Likewise, the results show that the training experiences are based on traditional perceptions, such as the control and value given to the evaluation instrument. However, there were statistically significant differences between the groups which were measured by the Kruskal-Wallis H test. The projection of the study leads us to suggest that for the training of future teachers, instances of reflective action in the evaluation should be considered, based on professional practices. The recognition of educational communities and their environments is necessary to give rise to an evaluative praxis that relates the perceptions of students to the practical implementation of the evaluation processes to have a favourable impact on the training of future teachers.

El pensarse vinculado con otros o como parte de un ser juntos implica procesos y prácticas cotidianas de construcción de vínculos que se conectan con procesos de memoria en contextos políticos más amplios (Carsten, 2007). En este contexto, nos propusimos analizar los significados que las familias mapuches otorgaban al küpalme en la educación de niños y niñas. Optamos por una metodología cualitativa a través de entrevistas a kimche y xemkeche de comunidades indígenas de la IX región de la Araucanía, Chile. Los discursos muestran como el Küpalme está asociado a la herencia social, cultural y espiritual del ser mapuche y como ciertos elementos culturales, territoriales, sanguíneos y vivenciales van configurando los saberes, que luego son transmitidos a los descendientes mediante diferentes sistemas de comunicación ancestral. Los resultados ponen en valor la perspectiva educativa intercultural del Küpalme, como elemento central en los procesos de construción de la identidad de niños y niñas mapuche.