Citas bibligráficas
Rodríguez, M., (2021). La interculturalidad y su integración en el currículo de quinto grado de educación secundaria [Universidad Antonio Ruiz de Montoya]. http://hdl.handle.net/20.500.12833/2344
Rodríguez, M., La interculturalidad y su integración en el currículo de quinto grado de educación secundaria []. PE: Universidad Antonio Ruiz de Montoya; 2021. http://hdl.handle.net/20.500.12833/2344
@mastersthesis{renati/1008184,
title = "La interculturalidad y su integración en el currículo de quinto grado de educación secundaria",
author = "Rodríguez Villanueva, Miluska Laura",
publisher = "Universidad Antonio Ruiz de Montoya",
year = "2021"
}
The present investigation aims to analyze how interculturality is presented as well as its integration in the curriculum of the fifth year of high school in public educational institutions in Lima. The study was carried out from an interpretive paradigm, with a qualitative approach, descriptive level of research, and hermeneutical methodthathas implied an analysis of discursive content and documentary nature. Through interviewswithtwoteachers of Communication and two of Personal Development, Citizenship and Civics (DPCC),endorsed by the content of the National Basic Education Curriculum (CNEB), it was identified that in both prevails a functional intercultural perspective, characterized by an absence of the description of key concepts, procedures, resources and tools.Based on that, it has been possible to deduce that critical interculturality is a concept that deconstructs the colonialist vision of Peruvian society. Therefore, its integration into the educational system is necessary, especially now inBicentennial times, within the context of the health emergency caused by the covid-19 pandemic and in the middleof the successive political crisis. The integration will be successful as long as it is assumed from transdisciplinarity. The research also demonstrated that critical interculturality works from the incorporation of intercultural competencies, which makes possible the construction of identity and democratic citizenship, in intercultural dialogue,with the validation of historical processes.
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