An Afro-indigenous approach to interculturality: training experiences of teacher training students in Santa Fe (Argentina)

In this paper we resume an investigation in which we explore the intercultural formative experiences of students of a primary school teacher in the city of Rosario (Santa Fe, Argentina), in particular, their approaches to the reality of indigenous and Afro-descendant peoples. Starting from a proposa...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autores principales: Broguet, Julia, Villarreal, María Claudia
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue 2024
Materias:
Interculturality
Formative experiences
Afro-indigenous
Teacher Training
Interculturalidad
Experiencias formativas
Afroindígena
Formación docente
Acceso en línea:https://revele.uncoma.edu.ar/index.php/psico/article/view/5168
Aporte de:
Repositorio de Revistas Electrónicas REVELE (UNComahue) de Universidad Nacional del Comahue
id I22-R128-article-5168
record_format ojs
spelling I22-R128-article-51682024-01-05T12:15:28Z An Afro-indigenous approach to interculturality: training experiences of teacher training students in Santa Fe (Argentina) Un abordaje afroindígena de la interculturalidad: experiencias formativas de estudiantes de formación docente en Santa Fe (Argentina) Broguet, Julia Villarreal, María Claudia Interculturality Formative experiences Afro-indigenous Teacher Training Interculturalidad Experiencias formativas Afroindígena Formación docente In this paper we resume an investigation in which we explore the intercultural formative experiences of students of a primary school teacher in the city of Rosario (Santa Fe, Argentina), in particular, their approaches to the reality of indigenous and Afro-descendant peoples. Starting from a proposal for ethnographic co-research here we delve into two nuclei addressed. On the one hand, in the experiences linked to their previous educational trajectories -at the primary level- and to family and neighborhood settings. On the other hand, in an articulated way, we track their conceptions about teaching work in contexts of inequality and socio-cultural diversity. We understand that the results of this research can constitute a contribution to the construction processes of an Afro-indigenous intercultural perspective in teacher training. En este escrito retomamos una investigación en la cual exploramos las experiencias formativas interculturales de estudiantes de un profesorado de educación primaria de la ciudad de Rosario (Santa Fe, Argentina), en particular sus acercamientos a la realidad de los pueblos indígenas y afrodescendientes. A partir de una propuesta de co-investigación etnográfica profundizamos en dos núcleos abordados. Primero, en las experiencias vinculadas a sus trayectorias educativas previas -en el nivel primario- y a los ámbitos familiares y barriales. Segundo, de manera articulada, rastreamos sus concepciones sobre el trabajo docente en contextos de desigualdad y diversidad socio cultural. Entendemos que los resultados de esta investigación pueden constituirse en un aporte a los procesos de construcción de una perspectiva intercultural afroindígena en la formación docente. Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue 2024-01-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revele.uncoma.edu.ar/index.php/psico/article/view/5168 Pilquen Magazine. Psychopedagogy Section; Vol. 20 No. 2 (2023): Revista Pilquen. Sección Psicopedagogía; 67-89 Revista Pilquen. Sección Psicopedagogía; Vol. 20 Núm. 2 (2023): Revista Pilquen. Sección Psicopedagogía; 67-89 1851-3115 1669-3914 spa https://revele.uncoma.edu.ar/index.php/psico/article/view/5168/62115 Derechos de autor 2023 Revista Pilquen. Sección Psicopedagogía http://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional del Comahue
institution_str I-22
repository_str R-128
container_title_str Repositorio de Revistas Electrónicas REVELE (UNComahue)
language Español
format Artículo revista
topic Interculturality
Formative experiences
Afro-indigenous
Teacher Training
Interculturalidad
Experiencias formativas
Afroindígena
Formación docente
spellingShingle Interculturality
Formative experiences
Afro-indigenous
Teacher Training
Interculturalidad
Experiencias formativas
Afroindígena
Formación docente
Broguet, Julia
Villarreal, María Claudia
An Afro-indigenous approach to interculturality: training experiences of teacher training students in Santa Fe (Argentina)
topic_facet Interculturality
Formative experiences
Afro-indigenous
Teacher Training
Interculturalidad
Experiencias formativas
Afroindígena
Formación docente
author Broguet, Julia
Villarreal, María Claudia
author_facet Broguet, Julia
Villarreal, María Claudia
author_sort Broguet, Julia
title An Afro-indigenous approach to interculturality: training experiences of teacher training students in Santa Fe (Argentina)
title_short An Afro-indigenous approach to interculturality: training experiences of teacher training students in Santa Fe (Argentina)
title_full An Afro-indigenous approach to interculturality: training experiences of teacher training students in Santa Fe (Argentina)
title_fullStr An Afro-indigenous approach to interculturality: training experiences of teacher training students in Santa Fe (Argentina)
title_full_unstemmed An Afro-indigenous approach to interculturality: training experiences of teacher training students in Santa Fe (Argentina)
title_sort afro-indigenous approach to interculturality: training experiences of teacher training students in santa fe (argentina)
description In this paper we resume an investigation in which we explore the intercultural formative experiences of students of a primary school teacher in the city of Rosario (Santa Fe, Argentina), in particular, their approaches to the reality of indigenous and Afro-descendant peoples. Starting from a proposal for ethnographic co-research here we delve into two nuclei addressed. On the one hand, in the experiences linked to their previous educational trajectories -at the primary level- and to family and neighborhood settings. On the other hand, in an articulated way, we track their conceptions about teaching work in contexts of inequality and socio-cultural diversity. We understand that the results of this research can constitute a contribution to the construction processes of an Afro-indigenous intercultural perspective in teacher training.
publisher Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
publishDate 2024
url https://revele.uncoma.edu.ar/index.php/psico/article/view/5168
work_keys_str_mv AT broguetjulia anafroindigenousapproachtointerculturalitytrainingexperiencesofteachertrainingstudentsinsantafeargentina
AT villarrealmariaclaudia anafroindigenousapproachtointerculturalitytrainingexperiencesofteachertrainingstudentsinsantafeargentina
AT broguetjulia unabordajeafroindigenadelainterculturalidadexperienciasformativasdeestudiantesdeformaciondocenteensantafeargentina
AT villarrealmariaclaudia unabordajeafroindigenadelainterculturalidadexperienciasformativasdeestudiantesdeformaciondocenteensantafeargentina
AT broguetjulia afroindigenousapproachtointerculturalitytrainingexperiencesofteachertrainingstudentsinsantafeargentina
AT villarrealmariaclaudia afroindigenousapproachtointerculturalitytrainingexperiencesofteachertrainingstudentsinsantafeargentina
first_indexed 2024-08-12T23:07:17Z
last_indexed 2024-08-12T23:07:17Z
_version_ 1807224969333047296

Ejemplares similares