Formazione & insegnamento
ISSN: 2279-7505 | Published: 2010-12-31
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Title: The big picture: Meeting educational challenges in an increasing multicultural world
Abstract: From 80's, research on intercultural education has discussed its potential to introduce dialogue among civilizations, in order to reduce conflict, and preventing the perception of otherness as a menace. Nowadays, that position has evolved, leaving behind the idea of cultures classification towards a new point of view, – the one is introduced through the PERMIT case –. Namely, the position of culture as a dynamic entity, continuously evolving, and created on the bases of dialogue and interaction; this is the notion of culture as a forum (Bruner, 1988, 2003, p. 152), which in time introduces a conception of teaching and learning practices as main activities to rethink and rebuild cultures (Margiotta, 2007). Infact, the attempt of current research in a number of educational contexts is entirely devoted to show how cultural values, opinions and attitudes (representing cultural identity) can be discovered and re-negotiated through new pedagogic practices (Minello, 2008). This evolving concept is present in several focal research fields of intercultural education, that are summarily presented in this chapter: curriculum research, teaching methods, new learning environments, the achievement of intercultural competence, andteachers' professionalism. The attempt here is, while introducing these topics, to depict the foundations and background that impulsed PERMIT's project experimentation.
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Title: Il quadro generale: affrontare sfide educative in un mondo multiculturale crescente
Abstract: Dagli anni '80, la ricerca sull'educazione interculturale ha discusso del suo potenziale per introdurre il dialogo tra le civiltà, al fine di ridurre i conflitti e prevenire la percezione dell'alterità come minaccia.Al giorno d'oggi, quella posizione si è evoluta, lasciando alle spalle l'idea della classificazione delle culture verso un nuovo punto di vista, - quello viene introdotto attraverso il caso di permesso -.Vale a dire, la posizione della cultura come entità dinamica, in continua evoluzione e creata sulle basi del dialogo e dell'interazione;Questa è la nozione di cultura come forum (Bruner, 1988, 2003, p. 152), che colpisce il tempo una concezione di pratiche di insegnamento e apprendimento come attività principali per ripensare e ricostruire le culture (Margiotta, 2007).Infatti, il tentativo di ricerca attuale in una serie di contesti educativi è completamente dedicato a mostrare come valori culturali, opinioni e atteggiamenti (che rappresentano l'identità culturale) possano essere scoperti e ridegoziati attraverso nuove pratiche pedagogiche (Minello, 2008).Questo concetto in evoluzione è presente in diversi settori di ricerca focali dell'educazione interculturale, che sono sommariamente presentati in questo capitolo: ricerca sul curriculum, metodi di insegnamento, nuovi ambienti di apprendimento, raggiungimento della competenza interculturale e professionalità degli insegnanti.Il tentativo qui è, pur introducendo questi argomenti, di rappresentare le basi e il background che hanno impulso la sperimentazione del progetto del permesso. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: La vue d'ensemble: relever les défis éducatifs dans un monde multiculturel croissant
Abstract: À partir des années 80, la recherche sur l'éducation interculturelle a discuté de son potentiel d'introduction du dialogue entre les civilisations, afin de réduire les conflits et d'empêcher la perception de l'altérité en tant que menace.De nos jours, cette position a évolué, laissant derrière elle l'idée de la classification des cultures vers un nouveau point de vue, - celui qui est introduit par le cas de permis -.À savoir, la position de la culture en tant qu'entité dynamique, évoluant continuellement et créée sur les bases du dialogue et de l'interaction;Il s'agit de la notion de culture en tant que forum (Bruner, 1988, 2003, p. 152), qui introduit avec le temps une conception des pratiques d'enseignement et d'apprentissage en tant qu'activités principales pour repenser et reconstruire les cultures (Margiotta, 2007).En fait, la tentative de recherche actuelle dans un certain nombre de contextes éducatives est entièrement consacrée à montrer comment les valeurs, les opinions et les attitudes culturelles (représentant l'identité culturelle) peuvent être découvertes et recouvertes par de nouvelles pratiques pédagogiques (Minello, 2008).Ce concept en évolution est présent dans plusieurs domaines de recherche focaux de l'éducation interculturelle, qui sont sommairement présentés dans ce chapitre: recherche de programmes, méthodes d'enseignement, nouveaux environnements d'apprentissage, réalisation de la compétence interculturelle et professionnalisme des enseignants.La tentative ici est, tout en introduisant ces sujets, pour représenter les fondations et les antécédents qui ont impulsé l'expérimentation du projet du permis. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: El panorama general: cumplir con los desafíos educativos en un mundo multicultural creciente
Abstract: A partir de los años 80, la investigación sobre educación intercultural ha discutido su potencial para introducir el diálogo entre las civilizaciones, para reducir el conflicto y evitar la percepción de la alteridad como una amenaza.Hoy en día, esa posición ha evolucionado, dejando atrás la idea de la clasificación de las culturas hacia un nuevo punto de vista, el uno se introduce a través del caso de permiso.A saber, la posición de la cultura como una entidad dinámica, que evoluciona continuamente, y se creó en las bases de diálogo e interacción;Esta es la noción de cultura como foro (Bruner, 1988, 2003, p. 152), que con el tiempo introduce una concepción de las prácticas de enseñanza y aprendizaje como actividades principales para repensar y reconstruir las culturas (Margiotta, 2007).De hecho, el intento de la investigación actual en una serie de contextos educativos se dedica por completo a mostrar cómo los valores, opiniones y actitudes culturales (que representan la identidad cultural) pueden descubrirse y volver a negociar a través de nuevas prácticas pedagógicas (Minello, 2008).Este concepto en evolución está presente en varios campos de investigación focales de la educación intercultural, que se presentan sumariamente en este capítulo: investigación curricular, métodos de enseñanza, nuevos entornos de aprendizaje, el logro de la competencia intercultural y la profesionalismo de los maestros.El intento aquí es, al introducir estos temas, para representar los cimientos y los antecedentes que impulsaron la experimentación del proyecto de Permit. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: O quadro geral: enfrentar os desafios educacionais em um crescente mundo multicultural
Abstract: Desde os anos 80, a pesquisa sobre educação intercultural discutiu seu potencial para introduzir diálogo entre civilizações, a fim de reduzir conflitos e impedir a percepção da alteridade como ameaça.Atualmente, essa posição evoluiu, deixando para trás a idéia de classificação de culturas em direção a um novo ponto de vista - a é introduzida através do caso de permissão -.Ou seja, a posição da cultura como uma entidade dinâmica, evoluindo continuamente e criada nas bases de diálogo e interação;Essa é a noção de cultura como um fórum (Bruner, 1988, 2003, p. 152), que com o tempo introduz uma concepção de práticas de ensino e aprendizagem como principais atividades para repensar e reconstruir culturas (Margiotta, 2007).De fato, a tentativa de pesquisa atual em vários contextos educacionais é inteiramente dedicada a mostrar como os valores, opiniões e atitudes culturais (representando identidade cultural) podem ser descobertas e renegociadas através de novas práticas pedagógicas (Minello, 2008).Esse conceito em evolução está presente em vários campos de pesquisa focal da educação intercultural, que são apresentados sumariamente neste capítulo: pesquisa curricular, métodos de ensino, novos ambientes de aprendizagem, a conquista da competência intercultural e o profissionalismo dos professores.A tentativa aqui é, ao introduzir esses tópicos, para representar as fundações e antecedentes que impulsionaram a experimentação do projeto da Permit. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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