Contributions of the latin american intercultural philosophy to the management of migrant cultural diversity in school [Aportes de la filosofía intercultural latinoamericana para la gestión de la diversidad cultural migrante en la escuela]

dc.contributor.author	Mora Olate M.L.
dc.date.accessioned	2020-09-02T22:23:34Z
dc.date.available	2020-09-02T22:23:34Z
dc.date.issued	2019
dc.identifier	10.5281/zenodo.3463789
dc.identifier.citation	24, 87, 78-85
dc.identifier.issn	13165216
dc.identifier.uri	https://hdl.handle.net/20.500.12728/5402
dc.description	The prevailing assimilationist school model is updated in homogenizing teaching discourses against the cultural diversity at the classrooms. So, how do Latin American philosophical thinking and interculturality contribute to the challenge of managing migrant cultural diversity in school? The answers, from a critical intercultural project, return to the contributions of Latin American thinkers, such as Fornet-Betancourt, Dussel, Walsh and Tubino. This reflection recognizes Latin America as a production place of emancipatory thinking, questioning the colonized ways of thinking that support the schooling processes of students from a monocultural perspective of school curriculum management. © 2019, Universidad del Zulia. All rights reserved.
dc.language.iso	es
dc.publisher	Universidad del Zulia
dc.subject	Latin America
dc.subject	Migration
dc.subject	Multiculturalism
dc.subject	Philosophy
dc.title	Contributions of the latin american intercultural philosophy to the management of migrant cultural diversity in school [Aportes de la filosofía intercultural latinoamericana para la gestión de la diversidad cultural migrante en la escuela]
dc.type	Article

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