Inclusive and intercultural education teaching challenge. Phase III, Transformative Action

Abstract

The article emanates from an action-research that stems from a doctoral process and has as general purpose to develop, together with the regular education and differential education teaching team, inclusive and intercultural teaching practices in a basic school of high vulnerability and growing migrant population in Santiago de Chile. With a qualitative approach, the study is framed in the emancipatory critical paradigm, and is epistemologically situated to educational inclusion and critical interculturality; and also, from the didactic action from the perspective of radical constructivism and non-parametric didactics. The reflective diagnosis, corresponding to Phase 1 of the research, resulted in the needs and urgencies of the participating team based on four dimensions: teaching methodology, curriculum and interculturality, socio-educational inclusion and collaborative work, with which the collaborative action plan for Phase II of the research was built up. For Phase III, the transforming action was implemented, having as main results the initial guidelines for the development of a didactic proposal of inclusive and intercultural actions with cultural relevance.