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The purpose of this text is to weave experiences with indigenous teaching, dialoguing with our memories and references. The text then leaves the trivial, opening space-time for another mode of collective writing. The incompleteness characterizes our option, emphasizing more the richness of the intercrossing process, woven from our meetings and conversations, at first random and later more structured for the conduct of this text. In 2019, we had the unique and fruitful opportunity, from different areas of knowledge and theoretical-methodological emphases, to act as teachers of indigenous, Guarani and Pataxó students, in order to contribute to a qualification course, intermediated by a project, linked to the State of Rio de Janeiro. The remembrance of the course through our dialogues and writing shows the insistence of that experience in and between us, signaling meanings and making itself as an event conducive to feeling/thinking processes of alterity-sameness., O objetivo do presente texto é trançar experiências com o magistério indígena, dialogando com nossas memórias e referenciais. O texto sai então do trivial, abrindo espaço-tempo para outro modo de escrita coletiva. O inacabamento caracteriza nossa opção, ressaltando mais a riqueza do processo intercruzado, tecido a partir de nossos encontros e conversas, a princípio, aleatórios e depois mais estruturados para a condução deste texto. No ano de 2019, tivemos a fecunda e singular oportunidade de, a partir de distintas áreas de conhecimento e ênfases teórico-metodológicas, atuar como professores de estudantes indígenas, guarani e pataxó, de maneira a contribuir com um curso de qualificação, intermediado por um projeto, vinculado ao Estado do Rio de Janeiro. A rememoração do curso através dos nossos diálogos e escrita exibe a insistência daquela experiência em e entre nós, sinalizando sentidos e se fazendo como acontecimento propício a sentir/pensar processos de alteridade-mesmidade., El propósito de este texto es tejer experiencias con la enseñanza indígena, dialogando con nuestras memorias y referentes. El texto deja entonces el espacio-tiempo trivial y abierto para otro modo de escritura colectiva. Lo incompleto caracteriza nuestra opción, enfatizando más la riqueza del proceso de entrecruzamiento, tejido a partir de nuestros encuentros y conversaciones, al principio aleatorias y luego más estructuradas para la conducción de este texto. En 2019 tuvimos la oportunidad única y fructífera, desde diferentes áreas del saber y énfasis teórico-metodológicos, de actuar como docentes de estudiantes indígenas, guaraníes y pataxós, con el fin de contribuir a un curso de habilitación, intermediado por un proyecto, vinculado a el Estado de Rio de Janeiro. La rememoración del curso a través de nuestros diálogos y escritos muestra la insistencia de esa experiencia en y entre nosotros, señalando significados y haciéndose como un evento propicio para procesos de sentir/pensar de alteridad-mismidad.

This paper reflects on the possibility of opening new ways of revaluing the role of human responsibilities and duties by establishing a relationship with rights that goes further than a simple correspondence between correlative terms. Approaching the interdependence between the language of rights and the language of duties from an intercultural perspective helps achieve an increasingly broader, but necessarily more complex, consensus. This analysis goes back to the Universal Declaration of Human Rights, which left duties in the background but showed the incipient presence of an intercultural purpose thanks to the work of UNESCO. The final part of the paper is devoted to those international declarations which delve deeper into this purpose and focus on duties. The aim of these initiatives, which originated with dialogue, is to strengthen those bonds of solidarity that involve assuming responsibilities when faced by the requirements of others that cannot be expressed in terms of enforceable powers.

Este artigo é de natureza teórica e tem por objetivo fazer uma reflexão acerca da importância da implementação da Lei 11.645/08 e da perspectiva intercultural no ensino de ciências. Para isso, recorreu-se aos argumentos centrais do pluralismo epistemológico e na metodologia de revisão sistemática de literatura chamada Methodi Ordinatio, para selecionar os artigos mais recentes sobre a temática, além de contemplar os demais trabalhos presentes na literatura sobre a temática. Assim, o artigo apresenta-se como um portfólio bibliográfico, que versa sobre importantes trabalhos e pesquisas que tratam sobre o processo de ensino-aprendizagem em ciências e a sua relação com a perspectiva intercultural. This article is theoretical in nature and aims to reflect on the importance of implementing Law 11,645/08 and the intercultural perspective in science teaching. For this, we resorted to the central arguments of epistemological pluralism and the methodology of systematic literature review called Methodi Ordinatio, to select the most recent articles on the subject, in addition to contemplating the other works presented in the literature on the subject. Thus, the article presents itself as a bibliographic portfolio, which deals with important works that deal with the teaching-learning process in science and its relationship with an intercultural perspective.

Este trabajo está dividido en dos partes. En la primera, nos detendremos en las memorias de Carmen Conde Empezando la vida. Memorias de una infancia en Marruecos 1914-1920 (1955). En esta obra la escritora rememora los cinco años que vivió en la ciudad de Melilla, de los 7 a los 12, unos años decisivos en su formación humana e intelectual. Durante aquellos años en Melilla se establecieron las bases y las directrices de lo que sería su carácter, determinadas a partir de la influencia que ejerció en ella su entorno, en un momento tan transcendental en la vida de cualquiera como es el de la infancia. De hecho, la autora consideró que fue en Melilla donde, precisamente, despertó su vocación de escritora. En la segunda parte de este trabajo, proponemos el uso de estas memorias de Carmen Conde en el aula de literatura española para potenciar en el alumnado el desarrollo de una aptitud y una actitud descentralizadas respecto al etnocentrismo. Un argumento que demuestra, una vez más, la utilidad práctica que tiene la literatura frente a la consideración habitual que la condena a la teoricidad sin relación directa con los hechos cotidianos que nos afectan como sociedad. This paper is divided into two parts. In the first, we will examine Carmen Conde's memoirs Empezando la vida. Memorias de una infancia en Marruecos 1914-1920 (1955). In this work, the woman writer remembers the five years she lived in the city of Melilla, from the age of 7 to 12, decisive years in her human and intellectual formation. During those years in Melilla, the foundations and guidelines of what would become her character were established, determined by the influence exerted on her by her environment, at such a transcendental time in anyone's life as childhood. In fact, the author considered that it was precisely in Melilla where her vocation as a writer was awakened. In the second part of this work, we propose the use of these memoirs by Carmen Conde in the Spanish literature classroom to encourage students to develop a decentralised attitude and aptitude towards ethnocentrism. An argument that demonstrates, once again, the practical usefulness of literature as opposed to the usual consideration that condemns it to theorising with no direct relation to the everyday events that affect us as a society.

This article investigates how participants accomplish interculturality (Nishizaka 1995, 1999; Mori 2003) when they engage in talk about Korean cultural practices involving labels and descriptions which construct one another’s national/ethnic identity. Within the framework of Membership Categorization Analysis (Sacks 1972, 1979, 1992), three segments of conversation were analyzed between Korean users of Japanese attending a Japanese university and their Japanese work colleagues or college friends. The analysis challenges key assumptions about intercultural conversation in several ways: 1) by demonstrating that interculturality is not always achieved in talk among speakers from different nations who have different first languages; 2) through illustrating how cultural expertise is often claimed by ‘non-members’ of the culture; and 3) by showing how presumed cultural experts do not always enact their cultural memberships, even in the face of cultural critique. The study reveals that the various membership categorizations that occur are contingent on how the participants respond to the assessment of various cultural practices. The findings of this study provide further awareness of how cross-cultural identity construction and interculturality are accomplished in talk.

This paper takes a critical interactional sociolinguistic approach to examine the construction of interculturality (e.g., Nishizaka 1995; Mori 2003) through the use of vocatives in the discourse of a multi-cultural graduate student project group at a large American university. Interviews and descriptive information contextualize the analysis to demonstrate that the use of vocatives achieves a tight linking of inclusion but also inequality in the group talk that involves the Japanese member. The group’s vocatives show a shared interest in bringing the Japanese member into the interaction, but they also construct unequal rights to the floor. They contribute to an interculturality of subordination and an artificial sense of intimacy, characteristics consistent with the institutional setting of the group and attitudes members held about each other. In this environment, the status quo of power identities and a deficit view of the Japanese member goes largely uncontested and limits the ability of American members to learn from their Japanese partner.

This paper analyzes service encounters between African American customers and Korean immigrant shopkeepers. It is based on ethnographic data of tape-recorded interactions, interviews, and observations made at a Korean immigrant-owned store. The study focuses on analyzing the ways in which the participants constructed various social as well as cultural identities within the situational frames evoked. A close analysis of the talk reveals that the participants’ differing cultural backgrounds was not the most dominant interactional factor governing participants’ talk in their routinized service encounters. Instead, the majority of service encounters revolved around the various types of situated identities of participants (e.g. shopkeepers and customers) rather than their cultural/ethnic identities as African American or Korean. Based on the view of interculturality as a locally managed and situationally bound entity, this study describes the intricate ways in which the participants’ cultural (ethnic) identities were made relevant or irrelevant in the course of their interactions. Furthermore, this paper demonstrates the ways that the participants came to achieve practical ends in their interactions. It specifically shows how interculturality was not a debilitating factor that hindered the communication between the participants, but rather, that it played a positive role in helping participants to achieve multiple interactional goals.

This commentary reviews the five studies of intercultural communication in this special issue by comparing the nature of data analyzed and analytical procedures adopted. The data span from Africa, Asia, to North America, where different cultural, national, or ethnic groups were engaged in different types of social activities; their diversity illustrates how the participants’ ascription of, and resistance towards, their cultural, national, or ethnic identities reflect unique features of the sociohistorical contexts and the nature of their activities. In order to investigate such distinct treatments of interculturality, the researchers seek an analytical lens in the frameworks of ‘interactional sociolinguistics’ (Goffman 1974, 1981; Gumperz 1982, 1992) and ‘membership categorization analysis’ (Sacks 1972, 1992). The metamethodological reflection considers the selection of focal phenomena as well as the use of ethnographic information and the researchers’ own membership knowledge in the process of interpretation, and addresses the issues concerning how to attain an “emic” perspective of cultural difference and sameness.

The objective of this research is to determine intercultural elements' implementation´s impact to enhance integral education and improve foreign languages learning experience, specifically, English. The research was virtually performed in synchronous sessions due to Covid-19 during the second term in 2021 at Programa Institucional de Idiomas para el Trabajo (PIT). PIT is the academic unit responsible for languages teaching in different technical majors at Universidad Técnica Nacional (UTN). The research included a total of 87 participants; whose conversational level ranked from A1 to B1. The proposal was carried out through an action-research methodology focused on qualitative and quantitative analysis. The study was carried for a total of fourteen weeks, six of those weeks were selected to implement several strategies. English was used in contextualized scenarios that encouraged knowledge reflection of intercultural aspects of Costa Rica and English-speaking countries. The results showed positive opinions regarding the impact of integrating intercultural elements to increase the interest in participation and second language acquisition. El objetivo de la investigación es determinar el impacto de la implementación de elementos interculturales para potenciar la educación integral y mejorar la experiencia de aprendizaje de las lenguas extranjeras, específicamente, el inglés. La investigación se llevó a cabo en el Programa Institucional de Idiomas para el Trabajo (PIT) durante el II cuatrimestre del 2021 de forma virtual debido a la pandemia Covid-19. El PIT es la unidad académica encargada de la enseñanza de idiomas para diferentes carreras en la Universidad Técnica Nacional. El estudio se realizó con un total de 87 participantes cuyo perfil conversacional de inglés varió de A1 a B1, según el Marco Europeo de Referencias para las Lenguas. La propuesta se llevó a cabo a través de una metodología de investigación-acción enfocada en resultados cualitativos y cuantitativos que contemplaron catorce semanas, de las cuales, seis integraron material contextualizado en escenarios que incentivaron el conocimiento y reflexión de aspectos interculturales costarricenses y de países angloparlantes, a través, de una selección de seis estrategias pedagógicas. Los resultados reflejaron opiniones positivas con respecto al impacto de integrar elementos interculturales para incrementar el interés de participación y aprendizaje de un segundo idioma.

L’objectif de cette contribution est de proposer une réflexion sur les pratiques enseignantes d’animateurs bénévoles d’ateliers associatifs d’enseignement du français pour adultes à travers une enquête de terrain menée dans un centre social qui offre ce type d’atelier. Dans cette étude, nous avons interrogé ces bénévoles sur la manière dont ils considèrent les spécificités de leur public, leur vision de l’interculturel et de son application dans leurs ateliers et la place qu’ils accordent aux langues premières des apprenants. Les bénévoles ont également été interrogés sur leur participation aux formations qui leur sont proposées afin de les sensibiliser à la compréhension et à la gestion de la variation et de la pluralité linguistique et culturelle de leurs publics. L’analyse a montré que ces bénévoles manquent d’informations sur les particularités de leur public et que les langues et cultures premières des apprenants n’ont pas vraiment de place dans leurs pratiques d’enseignement. Ce constat était associé à un manque de participation aux formations observé chez ces bénévoles. الهدف من هذه المساهمة هو اقتراح تساؤلات حول ممارسات التدريس للمتطوعين في ورشات لتعليم اللغة الفرنسية للبالغين من خلال مسح ميداني تم إجراؤه داخل مركز اجتماعي يقدم هذا النوع من الورشات. في هذه الدراسة، استجوبنا هؤلاء المتطوعين حول مدى أخذهم بعين الاعتبار لخصوصيات جمهورهم، وحول رؤيتهم للتعددية الثقافية وتطبيقها في ورشاتهم والمكانة التي يعطونها للغات المتعلمين الأولى. كما تم استجواب المتطوعين حول مشاركتهم في الدورات المقدمة لهم من أجل فهم وإدارة أفضل للتنوع اللغوي والثقافي لدى جمهورهم. أظهر التحليل أن هؤلاء المتطوعين يفتقرون إلى المعلومات حول خصوصيات جمهورهم وأن اللغات والثقافات الأولى للمتعلمين ليس لها مكان في ممارساتهم التعليمية. ارتبطت هذه الملاحظة بنقص بحضور الدورات التي تم ملاحظتها بين هؤلاء المتطوعين.

Esta investigación se fundamenta en re-pensar la danza en el entorno escolar, comprender la profundidad que ésta tiene para la formación integral humana y el valor que se le debe otorgar en los escenarios escolares. La danza como disciplina, es mucho más que la adquisición de habilidades, y particularmente para Colombia, significa una forma de pervivencia, comunicación y transmisión de valores de las culturas diversas que habitan el país. Pensar la danza, es en definitiva también re-pensar los paradigmas epistemológicos y pedagógicos que la fundamentan en la academia y volcar la mirada hacia esas 'otras' posibilidades, discursividades y formas de ser-expresar e interactuar. Para así gestionar currículos escolares más amplios, participativos, paritarios y equitativos, en especial , cuando aún el racismo y la discriminación son latentes en nuestras instituciones educativas. "Universidad Libre" -- Facultad de Educación-- Maestría en Educación con énfasis en Gestión Educativa This research is based on rethinking dance in the school environment, understanding the depth that it has for integral human formation and the value that should be given to it in school settings. Dance as a discipline is much more than the acquisition of skills, and particularly for Colombia, it means a way of survival, communication and transmission of values of the diverse cultures that inhabit the country. Thinking about dance is ultimately also re-thinking the epistemological and pedagogical paradigms that support it in the academy and turning our gaze towards those 'other' possibilities, discursivities and ways of being-expressing and interacting. In order to manage broader, participatory, equal and equitable school curricula, especially when racism and discrimination are still latent in our educational institutions.

This is a revised version of my Presidential Address, presented to the Canadian Theological Society. In it, I present and offer a proposal for intercultural theology. I start with a recent remark by Pope Francis about bridges (and walls), which leads to the notion of intercultural theology. I then say something about the ways in which intercultural theology has been understood and argue for a specific, concrete approach. I argue that, while such a theology can be part of what it is to do theology in general, it is also a personal task and vocation. After replying to some concerns about what intercultural theology may involve, I offer some concrete illustrations of how one might concretely engage in intercultural theology or theologizing. I conclude that, while intercultural theology may be disruptive, it can be of constructive service to theology today.

Se valida la pertinencia de la interculturalidad del programa de educación bilingüe de Casa de Corazón (2002-2020), en sus iniciativas para la formación continua de sus maestros, basado en lo que sustenta Ipiña (1997) y la UNESCO (2017). Esta investigación presenta una serie de coincidencias en el marco de la competencia intercultural de maestros y el nivel de satisfacción de las familias del alumnado del programa de educación preescolar en el estado de Minnesota (EE. UU.). Aquí se exponen las actitudes que deben poseer los maestros que enseñan español de inmersión desde un contexto global con perspectiva pedagógica holística tal como lo sustentan Conboy y Kuhl (2013) que resaltan el impacto de la formación docente intercultural en el proceso de aprendizaje de los estudiantes. Se presentan resultados de la correlación en los planteamientos de Ipiña y la UNESCO, con las iniciativas del programa de capacitación en competencia intercultural de Casa de Corazón. Se resaltan las coincidencias en los tres planteamientos sobre las características que deben poseer los maestros que trabajan en contextos interculturales globales. El procedimiento utilizado para alcanzar estas conclusiones fue a través encuestas anónimas realizadas a familias, maestros y administrativos, sus resultados fueron tabulados y sometidas a la sistematización de datos para elaborar un matiz que nos permitiera llevar a cabo el análisis de los resultados mediante un estudio cuantitativo y cualitativo. Se concluyó que Casa de Corazón es un referente de la promoción de iniciativas interculturales inclusivas y estas competencias están alineadas a la vez con el objetivo 4 de los Objetivos de Desarrollo Sostenible establecidos por la ONU (2015) que sugiere la necesidad de una educación de calidad desde contextos globales y donde se propone un plan maestro para conseguir un futuro sostenible e inclusivo para todos., The relevance of the interculturality of the bilingual education program of Casa de Corazón (2002-2020) is validated, in its initiatives for the continuous training of its teachers, based on what is supported by Ipiña (1997) and UNESCO (2017). This research presents a series of coincidences in the framework of the intercultural competence of teachers and the level of satisfaction of the families of the students of the preschool education program in the state of Minnesota (USA). Here are exposed the attitudes that teachers who teach Spanish immersion should have from a global context with a holistic pedagogical perspective as supported by Conboy and Kuhl (2013) that highlight the impact of intercultural teacher training in the learning process of students. The results of the correlation of the approaches of Ipiña and UNESCO are presented, with the initiatives of the training program in intercultural competence of Casa de Corazón. The coincidences in the three approaches on the characteristics that teachers who work in global intercultural contexts must possess are highlighted. The procedure used to reach these conclusions was through anonymous quantitative and qualitative surveys of families, teachers, and administrators. It was concluded that Casa de Corazón is a benchmark for the promotion of inclusive intercultural initiatives and these competencies are aligned with objective 4 of the sustainable development goals established by the UN. Unites Nations (2015) that suggests the need for quality education from global contexts and where a master plan is proposed to achieve a sustainable and inclusive future for all.

El grupo DIME (Didáctica de las lenguas, Interculturalidad y Multilingüismo en Educación) de la Universidad de Oviedo es un equipo de nueva creación, evaluado favorablemente por la Agencia Estatal de Investigación en 2020. En concreto, el equipo incluye a once profesores del área de Didáctica de la Lengua y la Literatura (DLL) del Departamento de Ciencias de la Educación de la Universidad de Oviedo y a dos profesores externos afiliados a la Universidad de Lleida. El grup DIME (Didàctica de les llengües, Interculturalitat i Multilingüisme en Educació) de la Universitat d'Oviedo és un equip de nova creació, avaluat favorablement per l'Agència Estatal de Recerca el 2020. En concret, l'equip inclou onze professors de l'àrea de Didàctica de la Llengua i la Literatura (DLL) del Departament de Ciències de l'Educació de la Universitat d'Oviedo i dos professors externs afiliats a la Universitat de Lleida. The DIME group (Language Didactics, Interculturality and Multilingualism in Education) of the University of Oviedo is a newly created team, favorably evaluated by the State Research Agency in 2020. Specifically, the team includes eleven professors from the area of Didactics of Language and Literature (DLL) of the Department of Educational Sciences of the University of Oviedo and two external professors affiliated with the University of Lleida. O grupo DIME (Didática de Línguas, Interculturalidade e Multilinguismo na Educação) da Universidade de Oviedo é uma equipa recém-criada, avaliada favoravelmente pela Agência de Investigação do Estado em 2020. Especificamente, a equipa inclui onze docentes da área de Didática da Língua e Literatura (DLL) do Departamento de Ciências da Educação da Universidade de Oviedo e dois professores externos afiliados à Universidade de Lleida.

The results of a multisited ethnography developed between 2015 and 2016 among the Saraguros indigenous group of Ecuador allow for the description of nine factors that intervene, paradoxically, in Andean mystical tourism. Essentialist “neo-Incaism,” the concept of pristine nature with “energetic” places, the rise of the ancestral medicine, the idealization of the community as opposite the Western way of life, the institutional recognition of the interculturality and indigenous cultures, the international growth of a “neo-Indian” network, New Age syncretism, the cultural capital of 'yachaks' (shamans), and the possibility of marketing the spiritual in a “fast ritual” format, all these show the multidimensionality of a tourism that eludes a simple categorization as authentic or simulacrum to help us understand—in light of the “glocal” phenomenon—the place in the world that many indigenous groups in Latin America currently occupy. Resumen Los resultados de una etnografía multisituada desarrollada en 2015 y 2016 entre los saraguros, indígenas del Ecuador, permiten describir nueve factores que intervienen, con paradójicas relaciones, en el turismo místico andino. El neoincaismo esencialista, la concepción de una naturaleza prístina con lugares 'energéticos', el auge de la medicina ancestral, la idealización de lo comunitario como opuesto al estilo de vida occidental, el reconocimiento institucional de la interculturalidad y las culturas de los pueblos originarios, la ampliación internacional de las redes de la galaxia neoindia, el sincretismo 'new age', el capital cultural de los 'yachaks' y la posibilidad de mercantilizar lo espiritual bajo formatos de 'fast rituals' muestran la multidimensionalidad de un tipo de turismo que escapa a su simple categorización como auténtico o simulacro, y nos hace comprender —a la luz de un fenómeno 'glocal'— el lugar en el mundo que ocupan actualmente muchos grupos indígenas en Latinoamérica.

Was verraten literarische Übersetzungen über die komplexen kulturellen und historischen Verflechtungen von Belgien und Deutschland? Zur Beantwortung dieser Frage bezieht Anja van de Pol-Tegge erstmals beide belgischen Ausgangssprachen - Französisch und Niederländisch - in ein innovatives Forschungsformat ein. Durch detaillierte Übersetzungsanalysen von Texten namhafter Autor*innen wie Hugo Claus und Amélie Nothomb gibt sie Aufschluss über epistemische Konfigurationen im deutschen Zielkontext. Über Bilder der Fremdwahrnehmung und Selbstidentifikation bildet sie die Wirkmacht sozio-historischer Diskurse auf belgische Literaturen ab und verdichtet diese zu Tendenzen der Translationsdynamik.

Introduction to the main topic “Storytelling in multilingual and intercultural contexts”. This introduction is also available in German. Die deutsche Version der Einführung finden Sie ab Seite 1 und hier https://doi.org/10.48694/zif.3614 ., Zeitschrift für Interkulturellen Fremdsprachenunterricht Volume 28 Issue 1 2023

The qualitative research reported in this article investigated whether and to what extent students’ intercultural competence is developed in the English language classroom at the secondary education level in Poland. In interviews teachers demonstrated their positive attitudes toward intercultural teaching and decent knowledge of the issue. However, the teachers’ narratives uncovered that they assigned the interculturality the secondary role, focusing on developing linguistic and sociolinguistic competences. The collected data revealed that students in class had very few opportunities to explore foreign cultures and compare/ contrast one culture with another. There was a lack of attention to teaching that promotes critical thinking skills among learners along with activities which foster them. However, there is insufficient evidence that teachers can currently do anything more, given the context in which they work, their constraints and lack of training and support. The findings of the current study have clear implications for curriculum designers, textbook writers and institutions in charge of teacher training - EFL syllabuses, teaching materials and teacher training should focus more on developing students’ intercultural and critical thinking skills. La investigación cualitativa informada en este artículo investigó si y en qué medida se desarrolla la competencia intercultural de los estudiantes en el aula de inglés en el nivel de educación secundaria en Polonia. En entrevistas, los profesores demostraron sus actitudes positivas hacia la enseñanza intercultural y un conocimiento decente del tema. Sin embargo, las narrativas de los docentes destaparon que asignaban a la interculturalidad un rol secundario, enfocándose en el desarrollo de competencias lingüísticas y sociolingüísticas. Los datos recopilados revelaron que los estudiantes en clase tenían muy pocas oportunidades de explorar culturas extranjeras y comparar / contrastar una cultura con otra. Hubo una falta de atención a la enseñanza que promueve las habilidades de pensamiento crítico entre los alumnos junto con las actividades que los fomentan. Sin embargo, No hay pruebas suficientes de que los docentes puedan hacer algo más en la actualidad, dado el contexto en el que trabajan, sus limitaciones y la falta de formación y apoyo. Los hallazgos del estudio actual tienen claras implicaciones para los diseñadores de currículos, los redactores de libros de texto y las instituciones a cargo de la formación del profesorado: los programas de estudios de inglés como lengua extranjera, los materiales didácticos y la formación del profesorado deberían centrarse más en el desarrollo de las habilidades de pensamiento crítico e intercultural de los estudiantes.

Este ensaio busca evidenciar que o sentido emancipador da proposta educacional de Paulo Freire implica a tomada de consciência da condição de colonialidade cultural ainda persistente nas sociedades periféricas, que se constituíram por processos de colonização realizado pelas nações metropolitanas europeias, e da necessidade de superação de tal condição mediante a denúncia do eurocentrismo e a prática de uma educação intercultural. Sustenta-se, ainda, a inclusão de Paulo Freire no universo dos pensadores pioneiros na defesa do necessário e relevante papel da educação como um processo de emancipação dos povos colonizados, uma vez que o educador propõe o enraizamento da prática epistemológica e Este ensaio busca evidenciar que o sentido emancipador da proposta educacional de Paulo Freire implica a tomada de consciência da condição de colonialidade cultural ainda persistente nas sociedades periféricas, que se constituíram por processos de colonização realizado pelas nações metropolitanas europeias, e da necessidade de superação de tal condição mediante a denúncia do eurocentrismo e a prática de uma educação intercultural. Sustenta-se, ainda, a inclusão de Paulo Freire no universo dos pensadores pioneiros na defesa do necessário e relevante papel da educação como um processo de emancipação dos povos colonizados, uma vez que o educador propõe o enraizamento da prática epistemológica e The essay aims to show that the emancipatory meaning of Paulo Freire's educational proposal implies the awareness of the condition of cultural coloniality still persistent in peripheral societies of the planet that were constituted by colonization processes carried out by European metropolitan nations and the need to overcome it through the denunciation of Eurocentrism and the practice of intercultural education. It supports the inclusion of Paulo Freire in the universe of pioneer thinkers in the defense of the necessary and relevant role of education as a process of emancipation of colonized peoples, by proposing the rooting of epistemological practice and the interculturality of educational practice. Keywords: Paulo Freire. Liberating education. Interculturality. Emancipation.

RESUMEN En México la interculturalidad en salud se plantea como una integración de dos sistemas de conocimiento, el conocimiento ancestral carente de bases científicas y que se transmite a través de las generaciones, y el modelo médico convencional. En múltiples estudios se describe que existe un gran porcentaje de médicos que han recibido pacientes que hacen uso de esta terapéutica. El objetivo fue identificar la prevalencia del uso de medicina tradicional herbolaria y el perfil de uso en pacientes con diabetes tipo 2 en una zona urbana. Se realizó un estudio observacional, transversal descriptivo en pacientes con diagnóstico de diabetes mellitus tipo 2, pertenecientes a un sistema de seguridad social de la ciudad de Querétaro, en un periodo mayor a 6 meses. El plan de análisis estadístico incluyó promedios, porcentajes, intervalos de confianza para promedios e intervalos de confianza para porcentajes. Se identificó que la prevalencia de uso de la medicina tradicional herbolaria era de 22.2%, con una edad promedio de 60.98 años, con predominio en el sexo femenino y una escolaridad secundaria o menos, la planta más utilizada fue moringa en un 45%, el uso más frecuente para el control glucémico en un 97% y su consumo era como agua de tiempo en la mayoría de las plantas. En este estudio se pudo describir la prevalencia de uso en una zona urbana, así como el perfil de las personas que hacen uso de esta terapéutica, con la finalidad de generar nuevas informaciones y promover el estudio de estas prácticas. ABSTRACT In Mexico the interculturality in health is posed as an integration of the two systems of knowledge, the ancient knowledge lacking scientific bases which is transmitted through generations, and the conventional medical model. In multiple studies, the existence of a great percentage of medical doctors that have received patients using this therapy is described. The objective was to identify the prevalence of the use of herbal traditional medicine and the profile of use in patients with diabetes type 2 in an urban zone. This was an observational, transversal descriptive study performed in patients with diagnostic of diabetes mellitus type 2, belonging to a system of social security in Queretaro city, in a period greater than 6 months. The plan of statistical analysis included averages, percentages, confidence intervals for averages and percentages. The prevalence of use of the herbal traditional medicine was 22.2% with and average age of 60.98 years old, with predominance of the female sex and a scholarship of middle school or less, the plant mostly used was moringa in a 45%, the most frequent use was the glycemic control in 97% and the consumption was as natural water in most plants. In this study, it was described the prevalence of the use in an urban zone, as well as the profile of the people that use this therapy, with the purpose of generate new information and promote the study of these practices.

Este artículo discute la noción de pluriverso a partir de un estudio de caso en el cantón Cayambe, en los Andes ecuatorianos. Analiza como la primera administración municipal indígena en la historia del cantón (2014-2019) ha operado para impulsar una territorialidad que evoluciona hacia el sumak kawsay, o buen vivir en lengua kichwa, y cómo la plurinacionalidad y la interculturalidad fueron condiciones habilitantes para ello. Partiendo de la noción de ecología de saberes y prácticas en el pluriverso, muestra cómo los y las protagonistas de este proceso, en su mayoría indígenas, desafiaron la modernidad antropocéntrica, a la vez que usaron o resignificaron algunas de sus herramientas o principios para sus propios fines. This article discusses the notion of the pluriverse based on a case study in the county of Cayambe, in the Ecuadorian Andes. It analyses how the first indigenous municipal administration in the history of the county (2014-2019) operated to promote a territoriality that evolves towards sumak kawsay, or living well, in the Kichwa language, and how plurinationality and interculturality have been enabling conditions for this. Based on the notion of an ecology of knowledge and practices in the pluriverse, it shows how the protagonists of this process, mostly indigenous, challenged anthropocentric modernity, while at the same time using or resignifying some of its tools or principles for their own ends.

This chapter is based on the author's experience of designing, setting up and running a 2-year English-taught MA programme in intercultural management for international students at the University of Burgundy, France. The programme seeks to train the next generation of intercultural specialists, with a critical, interpretivist and non-essentialising view of the way that individuals use cultures and identities to communicate in organisational settings. Going beyond traditional national-level or competence-based approaches to intercultural management, it promotes theoretical and practice-based understanding of the communication processes at work within organisations, joint ventures or international project teams, rooted in power relations, identity and group dynamics, and sensemaking. The chapter outlines three key phases in learning about interculturality, which the author considers necessary to foster a complex, multi-perspective understanding of the phenomenon. It describes how these three phases and the associated paradigms of interculturality shape the design of the MA programme in intercultural management, in terms of teaching contents and methods. Biodata Dr Alex Frame is associate professor in Communication Science at the Languages and Communication Faculty of the University of Burgundy (Dijon, France), where he runs the MA course in Intercultural Management. He is a member of the TIL research group (EA 4182), specialising in intercultural, interpersonal, organisational and digital communication.

The aim of our work is twofold: the exploration of corpora combined with the search for an innovative modality for refining intercultural competence. For this purpose, we use the brand name Kärcher, which for many years has largely departed from its original meaning as a high-pressure water cleaner by acquiring semantic weight and discursive versatility through discourse, as it blends with other semantic-syntactic combinatorics for the linguistic needs of speakers. In a first step, we will demonstrate that the name Kärcher, which by antonomasia was associated with "scum" at its origins, evolves in discourses and affects other spheres. Namely, native French-speaking writers or not, appropriate the Brand Name Kärcher and transform it as they please by applying it to the most distant domains compared to that of cleanliness in the literal and figurative sense of the term. Finally, interculturality as a "dynamic between" escapes the seemingly fixed side of culture and manifests itself as a dynamic between different domains. L’objectif de notre travail porte sur une double exigence: l’exploration de corpus combinée à la quête d’une modalité innovante pour peaufiner la compétence interculturelle, dans le cadre d’une formation universitaire en médiation culturelle. Pour ce faire, nous avons recours au nom de marque (désormais NdM) Kärcher qui s’est depuis de longues années largement démarqué de son sens initial de nettoyeur à eau à haute pression en acquérant à travers les discours épaisseur sémantique et polyvalence discursive, car il se marie avec d’autres combinatoires sémantico-syntaxiques pour les besoins langagiers des parlants. Nous allons démontrer que le nom Kärcher qui par antonomase était associé à "racaille" à ses origines, évolue dans les discours et prend des envolées insoupçonnées affectant d’autres sphères. A savoir, les scripteurs francophones natifs ou non s'approprient du NdM Kärcher et le transforment à leur guise pour l'appliquer aux domaines les plus éloignés par rapport à celui de la propreté au sens propre et figuré du terme. Finalement, l’interculturel comme « dynamique entre » échappe au côté qui peut paraître figé du culturel et se manifeste comme une dynamique entre domaines différents. «Les transferts, les branchements interculturels [de la lexie Kärcher] et [sa] circulation dans les médias sont cruciaux pour constituer des «sas» de reconnaissance et d’évolution des appartenances socio-économiques, à tous les niveaux de chaque société et entre les sociétés» nous apprend Demorgon (2003), en effet, de la «racaille» aux Recteurs d'université ou Présidents d'établissements bancaires, la dérivation «karcheriser» sert, au fil du temps, à désigner le licenciement de représentants des plus hautes sphères de la hiérarchie sociale. Serait-il possible de voir une sorte de migration interculturelle et inter-groupale ? Nous nous attachons à le démontrer dans un deuxième temps.

El fenómeno migratorio y la interculturalidad son realidades sociales atendidas desde las instituciones educativas a diferentes niveles. En los últimos años, los estudios centrados en este campo de conocimiento se han intensificado y, como consecuencia, este trabajo pretende dar a conocer cómo se integra la formación en Educación Intercultural en las titulaciones universitarias oficiales andaluzas. Desde una perspectiva de análisis cualitativo, apoyado en el análisis documental (planes de estudios y guías docentes), se aborda comparativamente la realidad de 4 universidades. Los resultados reflejan diferencias en el tratamiento de la Educación Intercultural y se infiere cierta relación con el saldo migratorio. Finalmente, se realiza una propuesta de mejora que ayude a optimizar la formación universitaria en Educación Intercultural., The migratory phenomenon and interculturality are social realities attended by educational institutions at different levels. In recent years, studies focused on this field of knowledge have intensified and, as a consequence, this work aims to show how training in Intercultural Education is integrated into official Andalusian university degrees. From a qualitative analysis perspective, supported by documentary analysis (study plans and teaching guides), the reality of 4 universities is comparatively approached. The results reflect differences in the treatment of Intercultural Education and a certain relationship is inferred with the migratory balance. Finally, an improvement proposal is made to help optimize university training in Intercultural Education.

Simplistic understandings of culture as ‘national culture’ and of the relation between language, identity, and culture, have been criticized for quite some time. Today, many teachers in higher education have developed a critical awareness of the complexities of culture and interculturality, and many would no longer subscribe to a simplistic understanding of culture as ‘national culture’. Yet despite this awareness, ‘national cultural’ parlance has not disappeared. Drawing on videotaped interactions among researchers and university educators of German as a Foreign Language during a workshop in West Africa, I demonstrate how we as researchers and university educators navigate complexities when discussing ‘culture’ and when, how, and why we, then and again, revert to simplistic concepts of culture in our talk. Analyzing the practices and ‘common sense resources’ we deploy and the discourses we thereby mediate provides insights into how we configure understandings of culture in action and points at problems in the ways we talk.

This is the first special issue that JPHE hosts—and could there be a more suitable forum for an issue dedicated to exploring and encouraging a critical dialogue around transformative intercultural communication teaching practices in higher education (HE)? What has led us to engage with the theme of making intercultural education meaningful is a shared observation that there seems to be an increasing disconnect between recent developments in intercultural communication theory and practice. With so much critique published over the years, we are perplexed as to why traditional notions of culture still prevail not only in mainstream intercultural communication research but also in institutional discourses in HE and in popular discourses as articulated by the people who sit—or have once sat—in our classrooms. In this editorial and Special Issue, we approach intercultural communication from a critical angle, akin to the theorization of interculturality as a discursive and contingent, unstable and contradictory, political and ideological construct. We are thrilled to see this approach gain ground in the field of intercultural communication. However, at the same time, we are worried that the terrain of intercultural communication teaching across HE settings has become quite unruly and is characterized by pedagogical solutions that do not have a stable connection to state-of-the-art theory, and that might lead to naive, simplistic, and essentialist understandings of ‘culture’ and ‘the other’.......

El presente artículo da cuenta de una investigación realizada en dos Instituciones Educativas del Municipio de Rionegro, la cual tuvo como objetivo comprender cómo las interacciones comunicativas promueven el reconocimiento de la interculturalidad como posibilidad para el enriquecimiento de la cultura escolar.El proceso investigativo se desarrolló desde el método etnográfico, describiendo cómo suceden las interacciones comunicativas entre los estudiantes durante la jornada escolar, centrando la atención en cómo éstas promueven el reconocimiento de la interculturalidad presentes en estas instituciones, ésta se desarrolló teniendo en cuenta determinados espacios a partir de acercamientos desde la mirada de un enfoque cualitativo.El análisis de la información arrojado después de la aplicación de cada una de las técnicas permitió identificar y contrastar cómo suceden estas interacciones en cada institución educativa donde se desarrolló el proyecto, algunas de ellas evidentes en los dos contextos como el juego, el trabajo en equipo, el respeto por la diferencia y asimismo cómo los estudiantes del grado segundo se acercan a lo que es la interculturalidad, cómo se vive y cómo a través de ella están favoreciendo su propia cultura.En conclusión, la investigación permitió comprender de alguna manera, las formas como a partir de las interacciones comunicativas que suceden en diversos espacios de las Instituciones Educativas, se promueve el reconocimiento de la interculturalidad entre los estudiantes posibilitando el enriquecimiento de la cultura escolar.

El objetivo de la presente propuesta es identificar las características esenciales que debe considerarse al momento de escoger o formar personas en docencia para el presente siglo XXI. Siendo sus objetivos específicos: comprender los modelos educativos, conceptuar nuevos escenarios de enseñanza- aprendizaje, identificar tecnologías emergentes en la era digital, proponer nuevos perfiles del modelo docente para el siglo XXI, promover el respeto por las diferencias culturales en el marco de la educación interculturalidad y promoción del desarrollo del pensamiento crítico, propositivo y constructivo. Para este diagnóstico, en relación a los escenarios educativos y la presencia de las nuevas tecnologías, se revisa el estado del arte en relación a la realidad educativa en general. Como resultado del análisis de la bibliografía estudiada, se tiene un acercamiento hacia una propuesta sobre el perfil de un docente del siglo XXI. Se propone seis ejes para definir al docente del siglo XXI. Por otro lado, es necesario poner en práctica el desarrollo del pensamiento crítico, constructivo y propositivo; el mismo que a partir de un acto de conciencia de su propia realidad, permitirá al estudiante, formular propuestas coherentes con la construcción de una nueva sociedad en la que su rol protagónico, se hace perceptible, desde los distintos estadios de su desarrollo. The objective of this proposal is to identify the essential characteristics that must be considered when choosing or training people in teaching for the present 21st century. Being its specific objectives: understanding educational models, conceptualizing new teaching-learning scenarios, identifying emerging technologies in the digital age, proposing new profiles of the teaching model for the 21st century, promoting respect for cultural differences in the framework of education interculturality and promotion of the development of critical, purposeful and constructive thinking. For this diagnosis, in relation to educational settings and the presence of new technologies, the state of the art is reviewed in relation to educational reality in general. As a result of the analysis of the bibliography studied, there is an approach towards a proposal on the profile of a teacher of the XXI century. Six axes are proposed to define the teacher of the XXI century. On the other hand, it is necessary to put into practice the development of critical, constructive and purposeful thinking; the same one that from an act of awareness of their own reality, will allow the student to formulate proposals consistent with the construction of a new society in which their leading role becomes perceptible, from the different stages of their development.

A finalidade deste artigo é iniciar uma discussão entre a Educação Intercultural, materializada no currículo, e a Humanização em Paulo Freire, destacando as características e as convergências entre ambas, reverberando na elaboração de uma ética educacional para a alteridade. A pesquisa é qualitativa, pautada pelas teorias de Freire (1980, 1982, 1987, 1989, 1997, 2006), Dussel (2002), Santos (2010, 2011), dentre outros. O currículo é visto numa perspectiva de interculturalidade, isto é, que reconhece e valoriza a pluralidade presente nos espaços contemporâneos e proporciona um diálogo horizontal entre as diversas culturas que permeiam o ambiente escolar. Configura-se então em uma proposta humanizadora, uma vez que reconhece os sujeitos do processo educativo, sobretudo aqueles pertencentes aos grupos subordinados e às culturas outras. PALAVRAS-CHAVE: Interculturalidade. Currículo. Humanização em Paulo Freire. Alteridade.

Interculturality has to do with the personal relational aspects of caring about the other. In this sense, interculturality confronts and challenges untruths and stereotypes that deny the existence of diversity. This article aims to provide a comprehensive view of what interculturality means, as well as to contribute to current and future trends in the field of English language teaching and teacher education in Colombia. I present examples of intercultural practices as possibilities to understand and explore interculturality in ELT, and I share a review of studies that have undertaken this complex conception of interculturality.

Talking about culture in the field of teaching foreign languages is not a new topic, but talking about interculture and interculturality is a subject that is now gaining a lot of interest in the field of ELT. Especially in the last two decades we have witnessed the growth of publications in this regard. We find all kinds of publications, but we are still having seeing the same fundamental questions that become relevant in these times of change: what we teach, who we teach it to, why we teach it, and how we teach it. These questions have always been relevant for language teachers, but today they have become even more meaningful since we are living in different times, times marked by unexpected political changes, strong economic pressures, and an unreasonable need to homogenize and standardize all the processes of teaching and learning. We must think collectively from new (postmodern) paradigms, empower ourselves, and begin to change our pedagogical practices. The aim of this paper is to share reflections on what foreign language teaching should be and how we should be thinking about culture and interculturality in our classrooms. This is an invitation to think about the need to interculturalize the teaching of the foreign language.

This editorial article reflects on the paradigmatic changes that the Colombian ELT community has recently experienced due to the developments of local scholarship in varied topics. This editorial article makes the changes evident by introducing the papers for this special issue of HOW journal on its 30th anniversary. These include topics as interculturality, literacy, English language pre-service teacher construction and professional development, critical views about bilingual education policy, and the interrelation between gender and ELT. The local scholarship development in these topics displays a rupture with the ELT canon. By so doing, the Colombian ELT scholarship shows a potency that wields foundations for the ELT field in the country.

Minha proposta é discutir a base para a organização de um currículo intercultural para línguas estrangeiras, em especial para o espanhol. Dentre tantos aspectos relevantes, interessa-me incluir o atravessamento de gênero e de raça que afetam, particularmente, as variantes culturais latino-americanas. Ressalto que sempre houve a presença de muitas mulheres na educação de nosso continente, embora a maior visibilidade tenha sido dada aos homens, algumas vezes de maneira muito justa, como é o caso de Paulo Freire, Anísio Teixeira e Florestan Fernandes. No entanto, precisamos colocar saias na educação, destacando categorias e nomes como Catherine Walsh (2005), com quem compartilho a concepção de Interculturalidade; Ana Pizarro (2004), que me ajuda a definir a América Latina como espaço cultural; Nilma Lino Gomes (2012), Ana Lúcia Silva Souza (2016) e Silvia Rivera Cusicanqui (2010a, 2010b), que alertam para a necessidade de os currículos se aterem às relações étnico-raciais. Esclareço que não tenho a pretensão de defender nenhum discurso excludente, mas pensar numa educação que se paute em discursos de mulheres que sejam interculturais ou descoloniais.

As reflexões propostas neste trabalho situam-se no âmbito das atividades desenvolvidas no curso de Licenciatura em Educação Intercultural da Universidade Federal de Goiás, cujo objetivo principal é formar docentes indígenas em nível superior para a atuação nas escolas de suas comunidades. Fundada nos princípios da interculturalidade crítica (TUBINO, 2004; WALSH, 2009a; 2018), da transdisciplinaridade (CASTRO-GOMÉZ, 2007; MAX-NEEF, 2004; SILVA; HERBETTA, 2018) e da decolonialidade (MIGNOLO, 2010; 2011; WALSH, 2018), a proposta pedagógica do curso busca fomentar e implementar a emergência de bases epistemológicas que foram/são descartadas pela Modernidade/Colonialidade e potencializá-las como fundamentos para práticas pedagógicas mais sensíveis às formas de existências indígenas na contemporaneidade (UFG, 2020). Neste contexto, o presente trabalho tem como principal objetivo apresentar reflexões de cunho etnográfico em sala de aula (BLOOME; GREEN, 2015; PENTEADO, 2010a; 2010b) que se originam numa experiência pedagógica de educação linguística desenvolvida no referido curso a partir da abordagem da cultura Hip Hop. Assumida como um lócus epistemológico fronteiriço fundado em histórias e corpos marginalizados pela Colonialidade, cujo poder de comunicação atravessa fronteiras e cria redes de coalizão contestatória, essa cultura possibilita que grupos subalternizados se apropriem da enunciação historicamente negada e desafiem a hegemonia de projetos globais desde suas histórias locais, marcadas pela violência e pela exclusão. A partir desta experiência pedagógica situada, é possível reconhecer o alto grau de adesão de docentes indígenas em formação superior ao potencial contestatório antirracista do Rap que se manifesta em diferentes níveis, incluindo as temáticas das composições que denunciam as variadas formas de violência a que estão sujeitos os povos indígenas na contemporaneidade, assim como o enfrentamento de ideologias modernas de linguagem expresso no uso de recursos das línguas indígenas nas composições.

Objectives:To achieve an approximation the social representations of patients about their disease. and about its treatment.Methodology:This is a qualitative study on social representations based on the interpretive paradigm and through an in-depth interview, for which a guide of topics or categories was used, based on the objectives of the study. The study population was made up of patients treated in the Endocrinology Units of the Antonio Lorena and Regional Hospitals of Cusco, diagnosed with type 2 diabetes and of Quechua origin evidenced by their mother tongue. The sample is non-probabilistic for convenience, the representativeness of the discourse was sought for this, reaching 30 interviews based on the saturation criterion. The information analysis included 1. The transcription (from oral Quechua to written Quechua) and the translation of the interviews and 2. The computerized processing of the interviews, for which purpose the RQDA (Research qualitative data analysis) computer program was used.Results:The ideas that patients have about the cause of their disease and the changes that it produces reflect the influence of Modern Medicine and Andean and Popular Medicine. On the other hand, for the treatment of their disease, they consider it useful to combine the medications that have been indicated in the health service with the resources of Andean and Popular Medicine (medicinal herbs and other natural products).Conclusion:The patients in our study have an intercultural approach to approach and treat. Objetivos:Analizar las representaciones sociales de los pacientes sobre su enfermedad. y tratamiento.Metodología:Es un estudio cualitativo sobre representaciones sociales basado en el paradigma interpretativo y mediante la entrevista a profundidad, para lo que se usó una guía de temas o categorías, en base a los objetivos del estudio. La población de estudio, estuvo constituida por los pacientes atendidos en las Unidades de Endocrinología de los hospitales Antonio Lorena y Regional del Cusco, con diagnóstico de diabetes tipo 2 y que tienen origen quechua evidenciado por su lengua materna. La muestra es no probabilística por conveniencia, se buscó para ello la representatividad del discurso alcanzándose a realizar 30 entrevistas en base al criterio de saturación. El análisis de la información comprendió 1. La transcripción (del quechua oral al quechua escrito) y la traducción de las entrevistas y 2. El procesamiento informático de las entrevistas, para cuyo efecto se uso del programa informático RQDA (Research qualitative data analysis).Resultados:La concepción que tienen los pacientes sobre la causa de su enfermedad y los cambios que ella produce recogen la influencia de la Medicina Moderna y la Medicina Andina y Popular. De otro lado para el tratamiento de su enfermedad consideran útil combinar los medicamentos que se les ha indicado en el servicio de salud con los recursos de la Medicina Andina y Popular (hierbas medicinales y otros productos naturales).Conclusión:Los pacientes de nuestro estudio tienen un enfoque intercultural para enfocar y tratar su enfermedad.

Is it possible for young people to develop intercultural understanding through an ocean-crossing sailing voyage? What would happen to intercultural communication in a tall-ship space? This article ...

Made available in DSpace on 2022-04-28T16:55:56Z (GMT). No. of bitstreams: 0 Previous issue date: 2021-10-18. Added 1 bitstream(s) on 2022-04-28T17:11:01Z : No. of bitstreams: 1 S1518-70122021000200653.pdf: 1398433 bytes, checksum: a8394b5b401f5079154528c6dbb60f30 (MD5) Este artigo objetiva relatar as experiências vivenciadas e os estudos realizados na primeira etapa do projeto de extensão Infância, Interculturalidade e Etnomatemática na Educação Infantil: o atendimento à criança indígena, promovido pela Universidade Federal de Mato Grosso do Sul (UFMS), Campus de Naviraí, no ano de 2018. Elegeram-se como referenciais teóricos: documentos e produções científicas sobre os temas da Interculturalidade na educação e elementos da história e da cultura das etnias Kaiowá e Guarani que vivem em Mato Grosso do Sul (MS). A produção de dados parte de informações obtidas via respostas de um questionário, com questões abertas e fechadas, desenvolvido junto a um grupo de professoras da rede municipal de educação local, as quais foram público-alvo da ação extensionista. As informações coligidas inicialmente por este instrumento permitiram fazer inferências tanto quantitativas quanto qualitativas. No contexto dos encontros do curso, foi possível evidenciar dados para a compreensão, especificamente, sobre processos comportamentais e relacionais entre professoras e as crianças indígenas matriculadas na Educação Infantil. As informações obtidas e apresentadas neste artigo detalham impressões de um ambiente intercultural, exercício reflexivo à questão do atendimento de crianças indígenas no contexto educacional urbano. Diante dos dados e resultados da experiência em pauta, concluímos em defesa da necessidade de investimentos em estudos aprofundados na questão e levantamos a importância de considerar a cultura híbrida como um caminho para não aculturação da infância indígena. This article aims to report the experiences and studies carried out in the first stage of the extension project Childhood, Interculturality, and Ethnomathematics in Early Childhood Education: the care of indigenous children promoted by the Federal University of Mato Grosso do Sul (UFMS), Campus of Naviraí, in the year 2018. It was chosen as a theoretical framework: documents and scientific productions on the themes of interculturality in education and elements of the history and culture of the Kaiowá and Guarani ethnic groups living in Mato Grosso do Sul (MS). The production of data starts from information obtained through responses to a questionnaire, with open and closed questions, developed with a group of teachers from the municipal network of local education, who were the target audience of the extension action. The information initially collected by this instrument allowed making both quantitative and qualitative inferences. In the context of the course meetings, it was possible to evidence data for understanding, specifically, on behavioral and relational processes between teachers and indigenous children enrolled in Early Childhood Education. The information obtained and presented in this article details impressions of a multicultural environment, reflective exercise on the issue of caring for indigenous children in the urban educational context. Given the data and results of the experience on the agenda, we concluded in defense of the need for investments in in-depth studies on the issue and raised the importance of considering hybrid culture as a way to avoid acculturation of indigenous childhood. Este artículo tiene el objetivo de informar las experiencias y estudios realizados en la primera etapa del proyecto de extensión Infancia, Interculturalidad y Etnomatemática en la Educación de la Primera Infancia: el cuidado de los niños indígenas, promovido por la Universidad Federal de Mato Grosso do Sul (UFMS), Campus de Naviraí, en el año 2018. Fueron elegidos como marcos teóricos: documentos y producciones científicas sobre los temas de interculturalidad en la educación y elementos de la historia y cultura de los grupos étnicos Kaiowá y Guaraní que viven en Mato Grosso do Sul (MS). La producción de datos comienza a partir de la información obtenida de las respuestas a un cuestionario, con preguntas abiertas y cerradas, desarrolladas con un grupo de profesores de la red municipal de educación local, que fueron el público objetivo de la acción de extensión. La información inicialmente recogida por este instrumento permitió hacer inferencias cuantitativas y cualitativas. En el contexto de las reuniones del curso, fue posible evidenciar datos para la comprensión, específicamente, de procesos conductuales y relacionales entre maestros y niños indígenas matriculados en la Educación Infantil. La información obtenida y presentada en este artículo detalla las impresiones de un entorno multicultural, un ejercicio reflexivo sobre el tema del cuidado de los niños indígenas en el contexto educativo urbano. En vista de los datos y resultados de la experiencia en la agenda, concluimos en defensa de la necesidad de inversiones en estudios en profundidad sobre el tema y planteamos la importancia de considerar la cultura híbrida como una forma de evitar la aculturación de la infancia indígena. Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP) Universidade Federal de São Carlos (UFSCar) Secretaria Estadual de Educação de Mato Grosso do Sul (SED/MS) Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP)

PurposeFrom a Latin American decolonial and transdisciplinary perspective, this article expands the increasingly relevant conversation about disaster ethics, not only in depth and scope but also both interdisciplinarily and interculturally. By reviewing key points of development ethics that are closely related but underexplored, it makes the case for focusing on disaster recovery as a relevant distributive phase for improving future prevention and mitigation, while remedying long-standing injustices.Design/methodology/approachTo do so, against the backdrop of recently emerging postcolonial, decolonial and structural approaches to disaster and vulnerability studies, the article presents a theoretical conversation between decolonial studies, development ethics, intercultural practice and philosophy, and disaster ethics beyond utilitarian approaches.FindingsSo far, development and disaster ethics remain worlds apart, despite their relevant convergence around the key notion of “recovery” and its underlying normative determination. This article identifies that prevailing utilitarian ethics in emergency response, in addition to their problematic universalization, have prevented further engagement with deontological and process-based principles, including a nuanced distributive sensitivity. As a result of such cross-fertilization, methodological individualism in an intercultural encounter is suggested, as well as continued engagement with pluriversal deliberation about key ethical values and notions regarding disaster risk and response.Originality/valueCalling for distributive bottom-up engagement beyond professional and academic boundaries, this article presents a new direction for decolonising disaster ethics, so far unexplored, seeking to bridge the value gap between development and disaster efforts, planning and prevention.

Leseprobe ----- Zusammenfassung Vor dem Hintergrund zivilgesellschaftlicher Heterogenitat fokussiert der vorliegende Beitrag das Thema ‚Interkulturalitat‘ in der berufsschulischen Bildung. Ausgehend von einem Rahmenlehrplan des Berufsfelds Ernahrung und Hauswirtschaft wird das Potential von Berufsschulunterricht zur (Weiter)Entwicklung interkultureller Kompetenz betrachtet. Schlusselworter: Interkulturalitat, Interkulturelle Kompetenz, Berufsfeld Ernahrung und Hauswirtschaft, Personenorientierte Dienstleistungen, Rahmenlehrplan fur den Ausbildungsberuf Hauswirtschafter/Hauswirtschafterin ----- Points of reference for interculturality in the framework curriculum for the training occupation of housekeeper Summary Against the background of civil heterogeneity, this article focuses on the topic of ‘interculturality’ in vocational school education. Based on a framework curriculum of the vocational field of nutrition and home economics, the potential of vocational school education for the (further) development of intercultural competence is considered. Keywords: Interculturality, intercultural competence, vocational field of nutrition and home economics, person-oriented services, framework curriculum for the training occupation of housekeeper ----- Bibliographie: Noack, Anne/Markert, Jana: Bezugspunkte fur Interkulturalitat im Rahmenlehrplan fur den Ausbildungsberuf Hauswirtschafter und Hauswirtschafterin, HiBiFo – Haushalt in Bildung & Forschung, 3-2021, S. 35-48. https://doi.org/10.3224/hibifo.v10i3.03

El lenguaje, como parte de la vida cotidiana de los individuos, ha sido definido y redefinido constantemente de varias maneras, permitiendo conocer el contexto local que les rodea al igual que el mundo exterior. Por otro lado, con el pasar de los tiempos, el lenguaje, a nivel global, se ha constituido en parte esencial del currículo oficial educativo y, en las últimas décadas, parte de la enseñanza y aprendizaje de lenguas extranjeras. El objetivo de esta revisión bibliográfica descriptiva es compartir una serie de elementos y conceptos para complementar o reforzar el conocimiento actual de los lectores sobre el lenguaje y su rol en la enseñanza y aprendizaje de idiomas extranjeros, así como también la importancia del inglés y su nexo con la interculturalidad hoy en día. Se consideró principalmente las fuentes primarias y secundarias directamente relacionadas con los temas tratados (periodo 2000-2020) y aquellas obras de autores cuyo trabajo seminal ha aportado al desarrollo del área disciplinar. El lenguaje, como medio de comunicación humana, permite desarrollar la competencia comunicativa, pero lo más importante, da paso a que los individuos se conozcan y se relacionen de una mejor manera con las personas que habitan a su alrededor.

This article examines intercultural discourses in the Mapuche context of the Araucania region of Chile, based on the material and enunciative conditions which sustain their circulation. These condi...

This chapter analyzes how both communicative and cultural practices can foster the emergence of common ground and a sense of community. It explores specific approaches that emphasize common ground and community as crucial components for managing intercultural conflict. There are several approaches that build upon community such as Dai's interculturality, Bauman's liquid modernity, Haslett's development of face, and Ury's Third Space. It is from these perspectives that a growing trend toward relying on communication and community for engaging in effective conflict management has emerged. Culture and communication are inextricably linked because people learn our culture via communication, both verbal and non-verbal. Communicative practices framed by an Asiacentric or Afrocentric perspective have also been modeled so as to be geared toward community, and they have been extended to apply to humankind in general. This perspective involves searching for common ground on which to resolve disputes, and it acknowledges the importance of community in both communication and culture.

In this article, meanings and practices in intercultural health for international migrants in health establishments are described from the perspective of health personnel in the city of Antofagasta in northern Chile. Methodology: The methodology was qualitative with a phenomenological descriptive design, through which discourses from health personnel in the public primary and secondary care system were explored (n = 23). Next, meanings and practices in intercultural health for international migrants in health establishments are described from the perspective of health personnel in the northern Chilean city of Antofagasta. Results: The participants presented trees of thematic categories. There were three thematic categories overall: (1) The meaning of interculturality included features of understanding of the concept, with respect for culture being the transversal axis in all discourses. (2) Practices in health care, where voluntariness, references, and the adequacy or non-technicality of the language are fundamental axes. (3) Training in the intercultural approach, where there is often self-knowledge and lack of supply in the health system. Conclusions: The findings show essential elements to consider in the care of international migrants, including the training and awareness of staff about the intercultural approach through strategies following the local reality in which each health establishment exists.

Resumo (analítico) Este artículo es derivado de una investigación más amplia enfocada en cuatro colectivos de jóvenes inmigrantes en la ciudad de São Paulo y sus acciones político-culturales en la metrópoli. Basado en metodologías cualitativas, la investigación se construyó bajo el supuesto de entender las dimensiones históricas, políticas, antropológicas y comunicacionales que cruzan sus vidas. Los resultados contribuyen para la identificación de prácticas elaboradas y tejidas en la cotidianidad de sus productores y sus luchas por existencia, resistencia y re-existencia: a) las formas en las cuales ellos transforman, a través de acciones político-culturales, territorios, espacios y lugares cotidianos, desplazando prejuicios; b) los nexos entre pertenencia, inclusión, integración y relaciones interculturales y trans-fronterizas; c) la contribución de los colectivos en el enfrentamiento de exclusiones y desigualdades en sus vidas cotidianas. Resumen (analítico) O artigo é decorrente de uma investigação mais ampla, focada em quatro coletivos juvenis de imigrantes na cidade de São Paulo e suas ações político-culturais na cena metropolitana. Baseada em metodologia qualitativa, a pesquisa foi construída sob o pressuposto da compreensão de dimensões históricas, políticas, antropológicas e comunicacionais que atravessam as vidas imigrantes. Os resultados do estudo contribuem para o mapeamento das práticas tecidas nas vidas cotidianas de seus produtores e suas lutas por existências, re-sistências e re-existências: a) as formas pelas quais jovens imigrantes de coletivos urbanos transformam, por meio de ações político-culturais, territórios, espaços e lugares cotidianos, deslocando preconceitos; b) os nexos entre pertença, inclusão, integração e relações interculturais e transfronteiriças; c) a contribuição dos coletivos no enfrentamento das exclusões e desigualdades em suas vidas cotidianas. Abstract (analytical) This article results from a broader investigation focused on four immigrant youth collectives in São Paulo city, and their political-cultural actions in metropolitan scenarios. Using qualitative methodologies, the research was focused on understanding historical, political, anthropological and communication dimensions that take part in their lives. The results contribute to the mapping of these actions, and also addresses their struggles for belonging, inclusion and integration as ways of existing, resisting and re-existing, such as: a) the ways in which immigrant young people from urban groups trans-form everyday territories, spaces and places; b) the links between belonging, inclusion, integration, interculturality and cross-border relationships, marked by their experiences between two contexts; c) the contribution of collectives to facing exclusions and inequalities in their daily lives.

The teaching work implies facing constant challenges, in all academic senses, and among these, the challenges of cultural diversity in the classroom, where scientific, technological, social and cultural traditions of each person's place of origin coexist in the classroom. This paper evaluates epistemological proposals for intercultural teaching practices. Academic works developed to improve multicultural teaching practice are reviewed. The results show that there has not been a real and conscious debate on multiculturalism in the classroom and aspects related to migration and education. Anthropology has not taken a significant role in the subject. Keywords: Multiculturalism, migration, education. References [1]RAE, «Real Academia Española,» 2021. [Online]. Available: https://dle.rae.es/intercultural#Ra6Zgbj. [Last access: July 01, 2021]. [2]J. Godenzzi, «Equidad en la diversidad. Reflexiones sobre educación e interculturalidad en los Andes y Amazonía,» Centro Bartolomé de Las Casas, , Cuzco-Perú. [3]Y. Harari, De animales a dioses, Titivillus, 2014. [4]V. Rovagnati, E. Pitt y N. Winstone, «Feedback cultures, histories and literacies: international postgraduate students’ experiences,» Assessment & Evaluation in Higher Education, 2021. [5]M. Tovar, «Una América plural: Los retos de la interculturalidad,» La Piragua, vol. 24, nº II, p. 66, 2006. [6]El Universo, «¿Es el Ecuador racista?,» 17 marz0 2003. [Online]. Available: https://www.eluniverso.com/2003/03/17/0001/21/A43872FA22014CF7943CF6B117E70E94.html. [Last access: July 4, 2021]. [7]Ministerio de Cultura, «Discriminación y Racismo en el Perú,» [Online]. Available: https://alertacontraelracismo.pe/discriminacion-y-racismo-en-el-peru. [Last access: July 4, 2021]. [8]Á. Bello y M. Rangel, «ETNICIDAD, "RAZA" Y EQUIDAD EN AMÉRICA LATINAY EL CARIBE,» CEPAL, 2000. [9]Unión europea de protección civil y ayuda humanitaria, «Conociendo a la población refugiada y migrante de Lima Metropolitana,» PNUD, Lima-Perú, 2020. [10]Ministerio de Cultura del Perú, «Estadísticas de reportes,» Ministerio de Cultura del Perú, Lima-Perú, 2013.

El presente artículo tiene como objetivo visibilizar el ecoturismo comunitario como una opción de desarrollo local desde la economía inclusiva y la interculturalidad. Para ello se tomará en cuenta el caso del sendero ecológico en el corregimiento de Chorrera, Municipio de Distracción-La Guajira, Colombia. La propuesta está enmarcadaen las dinámicas derivadas del Proyecto de Educación Inclusiva en el Programade Contaduría Pública de la Fundación Universitaria de Popayán. Es un estudiode carácter descriptivo, con acercamiento al contexto local. Se busca con él que la comunidad se apropie y lidere sus propuestas de desarrollo, la protección del territorio y el posicionamiento de la interculturalidad.

A identidade do “eu” está sujeita à presença de um “outro”, não de forma a apagar os seus próprios valores, mas a permitir a expansão das suas visões de mundo. Através do conceito de transculturalidade (Welsch, 1999), sustenta-se a ideia de que as culturas estão em processo constante de interação e de mistura. Este artigo, dedicado à problemática das identidades transnacionais e transculturais, deixa para trás o luso-tropicalismo do sociólogo brasileiro Gilberto Freyre (1953; 1961) e o conceito ancestral e unívoco de cultura, que pontuou o discurso da ditadura portuguesa do Estado Novo, voltando-se para a diversidade das lusofonias. Neste quadro, o Museu Virtual da Lusofonia pode ter uma importância fundamental enquanto possibilidade intercultural, The identity of the “I” is subject to the presence of an “other”, not in order to erase its own values, but to allow the expansion of its worldviews. Through the concept of transculturality (Welsch, 1999), the idea is maintained that cultures are in a constant process of interaction and mixing. This article, dedicated to the problem of transnational and transcultural identities, leaves behind the Portuguese tropicalism of the Brazilian sociologist Gilberto Freyre (1953; 1961) and the ancestral and univocal concept of culture, which punctuated the discourse of the Portuguese dictatorship of the Estado Novo, returning for the diversity of Portuguese-speaking countries. In this context, the Virtual Museum of Lusophony may be of fundamental importance as an intercultural possibility., La identidad del “yo” está sujeta a la presencia de un “otro”, no para borrar sus propios valores, sino para permitir la expansión de sus cosmovisiones. A través del concepto de transculturalidad (Welsch, 1999), se mantiene la idea de que las culturas están en un proceso constante de interacción y mezcla. Este artículo, dedicado al problema de las identidades transnacionales y transculturales, deja atrás el tropicalismo portugués del sociólogo brasileño Gilberto Freyre (1953; 1961) y el concepto ancestral y unívoco de cultura, que puntuó el discurso de la dictadura portuguesa del Estado Novo, volviendo por la diversidad de países de habla portuguesa. En este contexto, el Museo Virtual de Lusofonía puede ser de fundamental importancia como posibilidad intercultural.

Purpose An analysis of the images in music education textbooks for primary education has shown how the images do not fully reflect the human diversity present in the classroom and, therefore, continue to perpetuate positions that can lead to racism. The purpose of this paper is the analysis of the images to carried out has demonstrated how little progress has been made in the representation of diversity and how, in the 21st century, stereotypes continue to persist in the representation of cultural diversity. Design/methodology/approach The quantitative and qualitative data collected after analysing more than 2,600 images have shown that despite the considerable increase in the use of images in music textbooks, typical clichés about what instruments are played in the world and how those who play them are represented are still present. Findings The results also show how the images reflect the migratory flows experienced in each country. All of this has led to important conclusions, among which the importance of human diversity in images for students to normalise cultural diversity from and with musical educational materials should be highlighted. Research limitations/implications The analysis of the 2,686 images showed how the use of the human figure has evolved up to the last educational reform. Firstly, the analysis of images focused on the evolution (year) of the presence of diversity (ethnicity) in the musical groupings represented (orchestra, band, choir, soloist or chamber group), as well as the evolution with respect to the type of instrument represented. Practical implications With the aim of analysing the evolution in the representation of diversity in music textbooks, the authors searched the most important publishing houses in Spain. To analyse the evolution of the visual depiction of diversity in music education textbooks in light of legislative and social changes related to race, the authors constructed several variables under the category labelled “Ethnicity”. Social implications The images analysed, especially those included under the Organic General Law on the Educational System of 4 October 1990 and the Organic Law 2/2006 on Education of 3 May, tended to pair certain instruments with people with physical characteristics associated with particular ethnic profiles. In terms of musical activities, the main results can be summarised as follows: although the completely homogenous depiction of White Europeans in musical activities has given way to modestly more diverse representation, images of composition are still dominated by this group. Originality/value The authors’ analysis has led to the following conclusions, which demonstrate the need to continue the progress seen in the past several decades. The representation of human diversity in music textbooks can be considered a reality, not only in terms of the instruments with which they are represented but also in terms of their representation in other situations depicted in these textbooks. The progressive increase of images in music textbooks reflects the culturally diverse society of the national territory. However, the increase in this representation is not as considerable as might be expected. The typified representation of instruments associated with certain physical characteristics is starting to wane.

In this article we propose to reflect on the theme of interculturality foreshadowed in the music video Black or White, by Michael Jackson, in 1991, putting it in perspective with intercultural discussions in the context of the scene arts today. Despite the “magazine” format adopted by the video clip, in its successive dance scenes from different cultures, we note that the choices related to Odissi dance all have well-defined purposes and interlocution with the lyrics of the song, therefore, justifying a detailed analysis of these choices, especially of the alasa kanyas. This perception leads us to argue in favor of the pioneering spirit of this music video that, in the 1990s, foreshadowed the debate on interculturality, movement of the performing arts that expanded from the 1970s onwards, and equity currently on agenda in the broader social sphere, as well as possible differences in readings between generations.

O terceiro número de 2021 da revista Educação Temática Digital – ETD é lançado com o propósito de trazer para o debate duas temáticas que não são novas, mas, em razão de sua relevância e até mesmo da complexidade inerente a elas, demandam discussões e reflexões em caráter permanente. Trata-se da interculturalidade e da imigração, bem como de seus impactos e desafios à educação.