Diversidad cultural y contenidos escolares

Authors

Jurjo Torres SantoméSalto de línea Universidade da Coruña. Facultade de Ciencias da Educación. Departamento de Pedagoxía e Didáctica. A Coruña, España.

Abstract

Cultural Diversity and Curricular Content

Considering justice and equal opportunity in school systems means analyzing the degree to which school curricula are respectful with the various idiosyncrasies of individuals and collectives that interact in this institution.This fact leads to the necessity of rethinking about the cultural contents considered to be basic.Then, it also requires being well aware of who selects such contents, how, and why some are selected whereas others are not.Salto de línea School institutions are just one more element in the production and reproduction of discriminatory discourses. However, since these institutions are responsible for the political task of educating, they can and must fulfill a much more active role as a space for resistance to, and denouncement of, the discourses and practices that in today's world –particularly within school walls– continue to legitimize actions that cause marginalization.Salto de línea Nine misguided curricular strategies, which must be overcomed, are still implemented in schools: Segregation, exclusion, disconnection, distortion, ‘psychologization’, paternalism, ‘infantilism’, strangeness and ‘timelessness’.Salto de línea Educating means helping students to construct their own vision of the world from the foundations of an informational organization that allows them to explore the ways in which social, cultural and scientific advancements were initially forged.This is the best way to form optimistic, democratic and solidary people.

Keywords

Diversity, multiculturalism, curricular content, textbooks, methodologies.