Fuentes - 2019 - Vol. 21 - Nº 2

URI permanente para esta colecciónhttps://hdl.handle.net/11441/91330

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Lograr la equidad en educación a través de competencias interculturales e intersociales
(Universidad de Sevilla, 2019) Santaolalla Rueda, Pablo
During a research carried out for 6 years between Spain and Mexico, we have been observing five Secondary schools. In all these multicultural educational centers, we observed the phenomenon about ‘failure’ and/or educational ‘success’ and how students overcome (or not) Middle School. Carried by an Implied-Applied Research (Santaolalla, 2016a), we questioned in what grade the cultural and the social class phenomenons impact on this ‘overcoming’. From an initial participative observation, a first concern arises: knowing that the five schools (public, private, at the ‘center’ and the ‘periphery’ of the city, ‘rich’ and ‘poor’, ...) are multicultural, Why Educational systems works in some schools and does not in others? If it is not exclusively related to multiculturality, there must be another impact factor. Result shows that, although multiculturalism is a mandatory aspect to be taken into account in educational action plans, we are forgetting about another key factor: social class (as it operates as a segregation system). Focusing in inclusion, equity and social justice, the present article aims to show how the teaching-learning process needs to provide Intercultural and Intersocial Competences as the backbone of Education to answer the present and future needs.