Fomento de la competencia intercultural en la formación docente: una experiencia de diálogo trinacional de co-construcción
- Lisseth Rojas
, - Jairo Enrique Castañeda-Trujillo,
- Bryan Meadows
Resumen
Este artículo analiza, mediante un estudio de caso interpretativo, la utilidad de una estrategia de aprendizaje experimental -los diálogos de coconstrucción intercultural- para ayudar a estudiantes de magisterio de tres países a mejorar sus competencias en CI. Los quince participantes ejecutaron durante cuatro meses actividades dialógicas a través de tecnologías digitales de telecolaboración y generaron datos escritos y verbales, los cuales se codificaron de forma colaborativa. El análisis se basó en el modelo de competencia comunicativa intercultural (CCI) de Byram (2021). El estudio determinó el compromiso de los estudiantes participantes principalmente en dos componentes de la CCI: actitudes interculturales y conciencia cultural crítica. La discusión destaca el crecimiento de los estudiantes en elementos claves de la conciencia cultural crítica como la suspensión del juicio, las perspectivas etnorrelativas y las sensibilidades glocales. Se concluye que la estrategia de diálogos de coconstrucción intercultural fomentó la apreciación del conocimiento cultural global y local, y promovió la conciencia crítica de los escenarios sociales, lo que resalta la necesidad de modelos de interculturalidad en la formación del profesorado para apoyar pedagogías culturalmente sostenibles.
Palabras clave
competencia intercultural, telecolaboración, formación inicial del profesorado, diálogos de coconstrucción, conciencia crítica intercultural, actitudes interculturales
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