Abstract

Based on need for intercultural approach to cultural and linguistic diversity in primary school students, this article shows racist attitudes and discrimination against rural, Andean and Quechua context in culturally different social groups. This situation raises the following question: how do the intercultural competences of primary school teachers manifest themselves in urban context of Huaraz city, Peru? Methodology used is educational ethnography with interpretative, sociocritical and humanistic features, whose design and development are summarized in three moments: pre-configuration, configuration and reconfiguration of reality. Also, theoretical, and empirical methods such as the participant observation and the in-depth interview applied to teachers were used. Findings refer presence of rural students who speak Quechua in the school; shortcomings in the approach to intercultural diversity; and shortcomings in intercultural competences of urban teachers. Finally, we conclude there is a need to develop intercultural competences in teachers to ensure an education and intercultural society.

摘要

基于对小学生文化和语言多样性的跨文化方法的需求，本文展示了不同文化社会群体中对农村、安第斯和盖丘亚语背景的种族主义态度和歧视。这种情况提出了以下问题：小学教师的跨文化能力如何在秘鲁瓦拉斯市的城市环境中体现出来？使用的方法论是具有解释性、社会批判性和人文主义特征的教育民族志，其设计和发展概括为三个时刻：现实的预配置、配置和重新配置。此外，还使用了应用于教师的参与观察和深度访谈等理论和实证方法。调查结果表明学校中有讲盖丘亚语的农村学生；跨文化多样性方法的缺陷；城市教师跨文化能力的不足与不足。最后，我们得出结论，有必要培养教师的跨文化能力，以确保教育和跨文化社会。