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...
Guardado en:
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
2024
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| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/psico/article/view/5168 |
| Aporte de: |
| Sumario: | 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. |
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