Teacher training as a social movement for education in the triple border

Teacher training as a social movement for education in the triple border

The article describes the Pedagogía de Frontera movement, which provides continuing education for teachers and the school community in the municipal network of Foz de Iguaçu, as some schools have a large number of children of other nationalities, mainly Hispanic-Americans. Teachers from Unila, Unioe...

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Asıl Yazarlar: Flores, Olga Viviana, Pessini, Marcia P, Tallei, Jorgelina Ivana
Materyal Türü: Online
Dil:spa
eng
Baskı/Yayın Bilgisi: Universidad Autónoma de Baja California 2021
Online Erişim:https://ref.uabc.mx/ojs/index.php/ref/article/view/978
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spelling oai:ojs.localhost:article-9782022-04-01T22:06:36Z Teacher training as a social movement for education in the triple border La formación docente como movimiento social por la educación en la triple frontera Flores, Olga Viviana Pessini, Marcia P Tallei, Jorgelina Ivana social movements border education teacher training Education Social aspects of education Multicultural education Immigrants or ethnic and linguistic minorities Bilingual schools and bilingual education Social Sciences Sociology Culture Social change Immigrants International relations Boundaries movimientos sociales frontera educación formación de profesores Educación Sociología de la educación La educación multicultural Los inmigrantes o minorías étnico y lingüísticas Las y la educación bilingüe Ciencias sociales Sociología Cultura Cambio social Inmigrantes Relaciones internacionales Frontera The article describes the Pedagogía de Frontera movement, which provides continuing education for teachers and the school community in the municipal network of Foz de Iguaçu, as some schools have a large number of children of other nationalities, mainly Hispanic-Americans. Teachers from Unila, Unioeste and Ifpr provide training with the aim of discussing and rethinking pedagogical practices that consider the linguistic and cultural diversity present in the local context, enabling an intercultural and decolonizing pedagogy in the Triple Border. A critical-reflective training is proposed so that they can think about other pedagogical practices that coincide with local demands. One of the results is the inclusion of Spanish and English in elementary school. It is expected that the teaching work will continue to promote changes in favor of an intercultural and decolonizing education. El artículo describe el movimiento Pedagogía de Frontera que ofrece formación continua para los docentes y la comunidad escolar de la red municipal de Foz de Iguazú, pues algunas escuelas presentan un elevado número de niños de otras nacionalidades, principalmente hispanoamericanas. Profesores de Unila, Unioeste e Ifpr imparten la formación con el fin de discutir y repensar prácticas pedagógicas que consideren la diversidad lingüística y cultural presentes en el contexto local, que posibiliten una pedagogía intercultural y decolonizadora en la triple frontera. Se propone una formación crítico-reflexiva para que puedan pensar otras prácticas pedagógicas que coincidan con las demandas locales. Uno de los resultados es la inclusión de la lengua española e inglesa en las escuelas de enseñanza básica. Se espera que el trabajo docente continúe promoviendo mudanzas a favor de una educación intercultural y decolonizadora. Universidad Autónoma de Baja California 2021-11-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/epub+zip text/xml application/pdf text/xml application/pdf application/epub+zip text/html https://ref.uabc.mx/ojs/index.php/ref/article/view/978 10.21670/ref.2120083 Estudios Fronterizos Revista; Vol. 22 (2021) Estudios Fronterizos; Vol. 22 (2021) 2395-9134 0187-6961 spa eng https://ref.uabc.mx/ojs/index.php/ref/article/view/978/2047 https://ref.uabc.mx/ojs/index.php/ref/article/view/978/2048 https://ref.uabc.mx/ojs/index.php/ref/article/view/978/2049 https://ref.uabc.mx/ojs/index.php/ref/article/view/978/2050 https://ref.uabc.mx/ojs/index.php/ref/article/view/978/2078 https://ref.uabc.mx/ojs/index.php/ref/article/view/978/2079 https://ref.uabc.mx/ojs/index.php/ref/article/view/978/2080 https://ref.uabc.mx/ojs/index.php/ref/article/view/978/2081 Triple border Brazil-Paraguay-Argentina Triple frontera Brasil-Paraguay-Argentina Derechos de autor 2021 Estudios Fronterizos https://creativecommons.org/licenses/by-nc/4.0/
institution Estudios Fronterizos
collection OJS
language spa
eng
format Online
author Flores, Olga Viviana
Pessini, Marcia P
Tallei, Jorgelina Ivana
spellingShingle Flores, Olga Viviana
Pessini, Marcia P
Tallei, Jorgelina Ivana
Teacher training as a social movement for education in the triple border
author_facet Flores, Olga Viviana
Pessini, Marcia P
Tallei, Jorgelina Ivana
author_sort Flores, Olga Viviana
title Teacher training as a social movement for education in the triple border
title_short Teacher training as a social movement for education in the triple border
title_full Teacher training as a social movement for education in the triple border
title_fullStr Teacher training as a social movement for education in the triple border
title_full_unstemmed Teacher training as a social movement for education in the triple border
title_sort teacher training as a social movement for education in the triple border
description The article describes the Pedagogía de Frontera movement, which provides continuing education for teachers and the school community in the municipal network of Foz de Iguaçu, as some schools have a large number of children of other nationalities, mainly Hispanic-Americans. Teachers from Unila, Unioeste and Ifpr provide training with the aim of discussing and rethinking pedagogical practices that consider the linguistic and cultural diversity present in the local context, enabling an intercultural and decolonizing pedagogy in the Triple Border. A critical-reflective training is proposed so that they can think about other pedagogical practices that coincide with local demands. One of the results is the inclusion of Spanish and English in elementary school. It is expected that the teaching work will continue to promote changes in favor of an intercultural and decolonizing education.
publisher Universidad Autónoma de Baja California
publishDate 2021
url https://ref.uabc.mx/ojs/index.php/ref/article/view/978
_version_ 1792095261959389184

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