El concepto de interculturalidad en la formación de futuros maestros de idiomas: hacia un estado inicial de la cuestión

Abstract

En este artículo se presenta un análisis del estado inicial de la cuestión en relación con el concepto de interculturalidad —concepto clave en educación— en la formación de futuros maestros de idiomas, en cuatro países: España, México, Chile y Colombia. Primero se dan a conocer los elementos conceptuales básicos de interculturalidad, multiculturalidad, educación intercultural y formación de futuros docentes de idiomas. Luego se revisan las fuentes documentales y se dilucidan las tendencias que ven la interculturalidad como proceso pedagógico que debe responder a exigencias globales y no como construcción social y situada, como lo étnico (estado) y no como la diversidad cultural (proceso). Finalmente se presenta una reflexión sobre las futuras áreas de investigación en interculturalidad y la formación de docentes de idiomas.

Culture-Related Issues in Teacher Education Programs: The Last Decade in Colombia

“…Out of the nine papers in this category, four papers revolve around perceptions of language teacher educators (Quintana, 2012;Ramos-Holguín et al, 2019;Benavides-Jiménez & Mora-Acosta, 2019;Faustino-Ruiz & Patiño-Rojas, 2021), three papers focus on perceptions of pre-service FL teachers (Olaya & Gómez-Rodríguez, 2013;Esteban, 2021;, and two papers integrate the perceptions of both language teacher educators and pre-service FL teachers (Murcia & Martínez-Santa, 2018;Moya-Chaves et al, 2018).…”

“…This opens room for a frank discussion with other stakeholders such as school principals, pre-service teachers in practicum, and students, which would guarantee that the PDP is rooted in the specificities of every context. In this regard, Ramos-Holguín et al (2019) assert that, "In the training of future language teachers, the curriculum, in order to promote intercultural spaces, will be required to be negotiated with the participants and, thus, to integrate their communities in said processes" (p. 65, author's translation) as it would not make much sense in promoting policies for otherness without actually taking the other into account (Cruz, 2007).…”

“…An aspect identified in the reviewed articles that represents an implication for curriculum design is the constant call for a critical intercultural perspective. For instance, Ramos-Holguín et al (2019) states that it is necessary to go past a functional interculturality perspective and beget a critical vision of interculturality by means of an emancipatory curriculum. Similarly, Granados-Beltrán (2016) calls for a decolonial option in curriculum design whereby local, historical, social, political, and educational conditions are considered.…”

“…On the one hand, interculturality is seen as a pedagogical process, rather than as a situated social construction. On the other hand, interculturality is seen as a concept related to ethnicity rather than to cultural diversity, which might cloud pre-service teachers' understanding of local cultures and subjectivities (Ramos-Holguín et al, 2019).…”