Significados y prácticas interculturales de los docentes de Educación General Básica en la ciudad de Cañar

Abstract

This paper aims to explore the meanings and concretions of intercultural education managed by teachers of Basic General Education of the city of Cañar, to contribute to the knowledge and debate of the problem in the perspective of providing inputs for the definition of public policies and concrete actions that enable an intercultural education. To achieve the objective, an exploratory and descriptive qualitative approach was designed. A random non-probabilistic sampling was applied to select a population made up of fourteen teachers who work between the second and seventh year of basic education, in fiscal and tax schools in the urban center of the city of Cañar. For the production of data, a semi-structured interview was conducted. The results of the study are that teachers manifest a limited knowledge regarding cultural diversity, interculturality and intercultural dialog; which is expressed in functional conceptions of interculturality in general and specifically in the concretions of their educational practice. The main conclusion of the work is that the consolidation of interculturality as public policy in basic general education is superficial, the few implementations are the result of the initiative of teachers, but this does not manage to configure a complex and rich conception of interculturality.