Abstract
This essay reflects on the challenge of re-signifying classroom spaces in the Chilean educational context, considering the tensions and dilemmas of a system that has been crossed by instrumental reason, universalism and liberalism as political-economic epistemic substrates, which has resulted in important stratification gaps among students. Thus, from a description of the situation of the educational microcosms and a review of the state of the art regarding interculturality in Chile, we propose as a possible horizon, avoiding the social intercultural inequalities of the education system, the progress towards the implementation of an educational policy, where the State has a key role promoting recognition among students: developing reflexive cognitive skills regarding their cultural practices, affective skills regarding their capacity to regulate behavior, and communicative skills necessary for community life, central to the citizen role.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
