Competencias culturales en docentes y éxito académico en colegiales de diferentes orígenes étnico-culturales
Fecha
2022-08
Tipo
comunicación de congreso
Autores
Chavarría Carranza, Carlos Yurán
Título de la revista
ISSN de la revista
Título del volumen
Editor
Resumen
El abandono del proceso educativo en el
colegio es considerado como factor de riesgo
psicosocial que puede tergiversar el desarrollo
integral en la etapa adolescente. Sin embargo,
los indicadores que registran esta problemática
muestran que el porcentaje de estudiantes que
concluyen con éxito el proceso colegial es muy
inferior al que ingresó originalmente. Varios
factores han sido identificados como causantes
del abandono del sistema educativo, entre otros:
los vertiginosos cambios propios de la edad a
nivel fisiológico y subjetivo, factores relativos al
currículo académico y a las estrategias didácticas,
y otros referidos a las relaciones de interacción
que se establecen entre el cuerpo docente y el
estudiantado. En el caso de las personas estudiantes
extranjeras, todos estos factores se experimentan
de forma particular, lo que les constituye
en una población más vulnerable y propensa al
abandono colegial. El presente artículo discute
con base en evidencias empíricas sobre el importante
papel de las Competencias Culturales en
el cuerpo docente como un insumo central para
facilitar la integración y el éxito académico del
estudiantado de origen extranjero, y así mejorar
los procesos educativos y la calidad de vida del
conjunto de personas que constituyen la estructura
social de los colegios de secundaria.
The abandonment of the education process in middle school and high school is considered as a risk factor that can affect teen development. Indicators show that the percentage of students that finish their educational process is severely inferior than the ones who started it. Many factors have been indicated as contributing causes of school dropoutt, for example, several physical and emotional changes in this stage, also factors associated with the academic curriculum and the relationship established between students and teachers. This article discusses, based on empirical evidence, the importance of intercultural competence in teachers as a way to promote integration and academic success in students with students of foreign origin, which would also improve the educational process and life quality of the educational social structure at the high school level.
The abandonment of the education process in middle school and high school is considered as a risk factor that can affect teen development. Indicators show that the percentage of students that finish their educational process is severely inferior than the ones who started it. Many factors have been indicated as contributing causes of school dropoutt, for example, several physical and emotional changes in this stage, also factors associated with the academic curriculum and the relationship established between students and teachers. This article discusses, based on empirical evidence, the importance of intercultural competence in teachers as a way to promote integration and academic success in students with students of foreign origin, which would also improve the educational process and life quality of the educational social structure at the high school level.
Descripción
Palabras clave
Competencias culturales docentes, Colegios, Interculturalidad, Adolescentes, Éxito académico, Teaching cultural competence, Teachers, Schools, Interculturality, Teenagers, Academic success