El estado del arte de las investigaciones sobre diversidad cultural en la escuela, publicadas en el Ministerio de Educación Nacional y las Universidades Distrital Francisco José de Caldas, Nacional de Colombia, Sabana y Santo Tomás de la ciudad de Bogotá, entre los años 2004 a 2014
Fecha
2015Registro en:
reponame:Repositorio Institucional Universidad Santo Tomás
instname:Universidad Santo Tomás
Autor
Nabhan Salas, Shadia
Ostos Guevar, Juan Carlos
Institución
Resumen
The State of the Art of Research on Cultural Diversity in Schools published by the Ministry of National Education and the Francisco José de Caldas District University, the National University of Colombia, the Sabana University and the University of Santo Tomás in the city of Bogotá, between 2004 and 2014; is an investigation that seeks to establish the state of knowledge on the theoretical and investigative production of cultural diversity that is recreated in schools, taking as a precedent the pluri-ethnic and multicultural condition that exists in the national territory. In such a way, it develops a work with a qualitative approach, and a methodological design of documentary analysis. In its development, State of the Art background on cultural diversity in schools, produced by universities in the city of Bogotá, and the Ministry of National Education, were taken into account. These works provided an overview of the theoretical and research advances that have been made on the subject so far, allowed to identify some categories constituting the diversity as culture, ethno-education and interculturality. Additionally, they provided epistemic foundations that guided the structuring of the Conceptual Framework; and allowed the identification of important authors on the subject. On the other hand, a detailed theoretical tour of the national and district legislative development that maps the educational public policy for Colombian ethnic groups was carried out, allowing for the analysis of how the treatment of diversity has been managed in the face of issues such as recognition, the subject of law, collective rights, education for ethnic groups, ethno-education, and indigenous life plans, identifying gaps and deficiencies in their legal development.