Curriculum and cultural diversity: a study of school disciplines and teachers' discourses in educational establishments with students of migrant origin

The aim of the doctoral research was to unveil the understandings of cultural diversity in the ministerial curricular guidelines and in the voices of Language and Communication/Language and Literature and History, Geography and Social Sciences teachers, who work in municipal schools that concentrate...

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Autor principal: Mora Olate, María Loreto
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2023
Materias:
Currículo escolar
Chile
Diversidad biológica
Migración
– Profesores
School curriculum
Diversity
Migration
Teachers
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/761
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-761
record_format ojs
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic Currículo escolar
Chile
Diversidad biológica
Migración
– Profesores
School curriculum
Chile
Diversity
Migration
Teachers
spellingShingle Currículo escolar
Chile
Diversidad biológica
Migración
– Profesores
School curriculum
Chile
Diversity
Migration
Teachers
Mora Olate, María Loreto
Curriculum and cultural diversity: a study of school disciplines and teachers' discourses in educational establishments with students of migrant origin
topic_facet Currículo escolar
Chile
Diversidad biológica
Migración
– Profesores
School curriculum
Chile
Diversity
Migration
Teachers
author Mora Olate, María Loreto
author_facet Mora Olate, María Loreto
author_sort Mora Olate, María Loreto
title Curriculum and cultural diversity: a study of school disciplines and teachers' discourses in educational establishments with students of migrant origin
title_short Curriculum and cultural diversity: a study of school disciplines and teachers' discourses in educational establishments with students of migrant origin
title_full Curriculum and cultural diversity: a study of school disciplines and teachers' discourses in educational establishments with students of migrant origin
title_fullStr Curriculum and cultural diversity: a study of school disciplines and teachers' discourses in educational establishments with students of migrant origin
title_full_unstemmed Curriculum and cultural diversity: a study of school disciplines and teachers' discourses in educational establishments with students of migrant origin
title_sort curriculum and cultural diversity: a study of school disciplines and teachers' discourses in educational establishments with students of migrant origin
description The aim of the doctoral research was to unveil the understandings of cultural diversity in the ministerial curricular guidelines and in the voices of Language and Communication/Language and Literature and History, Geography and Social Sciences teachers, who work in municipal schools that concentrate the enrolment of students of foreign origin in the commune of Chillán (Ñuble, Chile). The qualitative design was organised in three phases (documentary research, teachers' discourses and intra-phase and inter-phase convergences and divergences). The results are presented organised by the respective phases, whose findings respond to the process of emerging categories and their functioning in relation to their corresponding analytical subcategories. The conclusions arrive at the ambivalent meaning of cultural diversity in the curriculum documents and the teachers' discourses reveal the consideration of the cultural aspects of migrant students in the implementation of the curriculum, through pedagogical decisions at the level of the emerging curriculum.
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2023
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/761
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AT moraolatemarialoreto curriculumydiversidadculturalunestudiodesdedisciplinasescolaresydiscursosdocentesenestablecimientoseducacionalesconalumnadodeorigenmigrante
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first_indexed 2023-07-06T23:08:11Z
last_indexed 2025-02-27T05:06:39Z
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spelling I15-R208-article-7612025-02-23T21:08:22Z Curriculum and cultural diversity: a study of school disciplines and teachers' discourses in educational establishments with students of migrant origin Currículum y diversidad cultural: un estudio desde disciplinas escolares y discursos docentes en establecimientos educacionales con alumnado de origen migrante Curriculum and cultural diversity: a study of school disciplines and teachers' discourses in educational establishments with students of migrant origin: un estudio desde disciplinas escolares y discursos docentes en establecimientos educacionales con alumnado de origen migrante Mora Olate, María Loreto Currículo escolar Chile Diversidad biológica Migración – Profesores School curriculum Chile Diversity Migration Teachers The aim of the doctoral research was to unveil the understandings of cultural diversity in the ministerial curricular guidelines and in the voices of Language and Communication/Language and Literature and History, Geography and Social Sciences teachers, who work in municipal schools that concentrate the enrolment of students of foreign origin in the commune of Chillán (Ñuble, Chile). The qualitative design was organised in three phases (documentary research, teachers' discourses and intra-phase and inter-phase convergences and divergences). The results are presented organised by the respective phases, whose findings respond to the process of emerging categories and their functioning in relation to their corresponding analytical subcategories. The conclusions arrive at the ambivalent meaning of cultural diversity in the curriculum documents and the teachers' discourses reveal the consideration of the cultural aspects of migrant students in the implementation of the curriculum, through pedagogical decisions at the level of the emerging curriculum. El objetivo de la investigación doctoral fue develar las comprensiones de la diversidad cultural en las orientaciones curriculares ministeriales y en las voces de profesores/as de Lenguaje y Comunicación/Lengua y Literatura y de Historia, Geografía y Ciencias Sociales, que se desempeñan en establecimientos municipalizados que concentran la matrícula de alumnado de origen extranjero en la comuna de Chillán (Ñuble, Chile). El diseño cualitativo se organizó en tres fases (indagación documental, discursos docentes y convergencias y divergencias intrafases e interfases). Los resultados se presentan organizados por las respectivas fases, cuyos hallazgos responden al proceso de levantamiento de categorías emergentes y su funcionamiento en relación con sus correspondientes subcategorías analíticas. Las conclusiones arriban al significado ambivalente de la diversidad cultural en los documentos curriculares y, los discursos docentes, revelan la consideración de los aspectos culturales del alumnado migrante en la implementación del currículum, mediante decisiones pedagógicas en el plano del currículum emergente. The aim of the doctoral research was to unveil the understandings of cultural diversity in the ministerial curricular guidelines and in the voices of Language and Communication/Language and Literature and History, Geography and Social Sciences teachers, who work in municipal schools that concentrate the enrolment of students of foreign origin in the commune of Chillán (Ñuble, Chile). The qualitative design was organised in three phases (documentary research, teachers' discourses and intra-phase and inter-phase convergences and divergences). The results are presented organised by the respective phases, whose findings respond to the process of emerging categories and their functioning in relation to their corresponding analytical subcategories. The conclusions arrive at the ambivalent meaning of cultural diversity in the curriculum documents and the teachers' discourses reveal the consideration of the cultural aspects of migrant students in the implementation of the curriculum, through pedagogical decisions at the level of the emerging curriculum Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2023-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/761 10.35305/rece.v2i18.761 Revista de la Escuela de Ciencias de la Educación; Vol. 2 Núm. 18 (2023); 95-106 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/761/692 Derechos de autor 2023 María Loreto Mora Olate https://creativecommons.org/licenses/by-nc-sa/4.0

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