■2023: II Congreso Red de Posgrados en Educación en Latinoamérica. III Congreso Latinoamericano de Estudiantes y Egresados de Posgrados en Educación. IV Conferencia Internacional de Estudiantes de Maestría y Doctorado en Educación

Permanent URI for this collectionhttp://54.81.141.168/handle/123456789/195745

El II Congreso Red de Posgrados en Educación en Latinoamérica busca integrar a los diferentes países que componen la red, con el fin de dialogar sobre temas transversales que afectan a los diferentes países. La idea es generar espacios de reflexión con la posibilidad de escuchar las diferentes voces de la región.
COA 2020
Con relación al III Congreso de Estudiantes y Egresados de Posgrados en Educación es un evento académico en el que participan investigadores, estudiantes, egresados y público interesado en la investigación educativa en el marco de los nuevos desafíos en educación planteados desde el contexto actual.
Así también, la IV Conferencia REDEPEL se presenta como un espacio de encuentro donde estudiantes de maestría y profesionales en ejercicio reflexionan, dialogan y se enriquecen respecto a diversas líneas de investigación vinculadas a las nuevas demandas del contexto educativo.

Objetivos
Objetivo general / Objetivo geral

  • Crear espacios de diálogo y reflexión a partir de la socialización de proyectos de investigación, experiencias pedagógicas y estudios vinculados al ámbito educativo desde la perspectiva de estudiantes, egresados y especialistas de Posgrados en Latinoamérica / Criar espaços de diálogo e reflexão por meio da socialização de projetos de pesquisa, experiências pedagógicas e estudos vinculados ao campo educativo a partir da perspectiva de estudantes, egressos e especialistas em Programas de Pós-Graduação na América Latina.


    • Objetivos específicos
  • Difundir aportes teóricos, experiencias y resultados de investigaciones sobre temas relacionados a diversas líneas de investigación del ámbito educativo a través de mesas de diálogo / Divulgar contribuições teóricas, experiências e resultados de investigações sobre temas relacionados às diversas linhas de pesquisa no campo educacional por meio de mesas de diálogo.

  • Brindar paneles sobre tendencias contemporáneas relacionadas a las líneas de investigación establecidas para este magno evento con el fin de profundizar en herramientas prácticas / Oferecer painéis sobre tendências contemporâneas relacionadas às linhas de pesquisa estabelecidas para este grande evento, a fim de aprofundar as ferramentas práticas.

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      Opresión, racismo y enajenación en Chile/Chiloé. Una lectura intercultural desde el currículum
      (Pontificia Universidad Católica del Perú., 2023) Meza Bravo, Miguel; Red de Estudiantes y Egresados de Posgrado en Educación en Latinoamérica (REDEPEL); Pontificia Universidad Católica del Perú
      The reflections in this work arise within the framework of a pedagogical experience in the subjects of History and Language and Culture of Indigenous Peoples at a rural school in southern Chiloé Island (Quellón), a territory characterized by maintaining a series of ancient indigenous practices. In this sense, this work falls within the methodological proposal of Action Research, as it is a self-reflection on a specific social practice within the context of a historical phenomenon in a particular time and physical space. It proposes to carry out a critical and intercultural contextualized analysis of the educational context in question, with special consideration given to the analysis of the curriculum, which is conceived as a social construct resulting from power relations among individuals and society throughout history. From this perspective of the curriculum (as a social and historical product) and through the use of analytical categories from various strands of critical and intercultural theory, the aim is to delve deeper into the comprehensive analysis of this social phenomenon or process. In this sense, by analyzing technical rationality, Eurocentric rationality, hidden curriculum, subjective factors, identity, and alienation, the objective is to understand the connection between the production of a specific subjectivity linked to the educational experience of the curriculum imposed by modern institutions and the socio-historical conditions of Chilote society. Considering that this work is still in progress, we can provide some initial synthesis and preliminary conclusions. For example, at the beginning of the 20th century, indigenous communities on Chiloé Island suffered a profound undermining of their identity, memory, and knowledge like never before in thousands of years of existence in the territory. In this regard, for these peoples, their late inclusion in the modern national life of the Chilean state implied the absolute alienation of the Mapuche-Williche identity, leading to a dialectic of Inclusion/Exclusion. We propose that the development of educational institutions (with a particular curriculum concept), along with the historical, social, and economic development imposed by large capital, functioned in an interrelated manner. This resulted, from the educational perspective, in the internalization of technical and Eurocentric rationality into the identity of the population, undermining the importance of the history and memory of the ancestral indigenous peoples of the territory (Williche and Chono) and, as a consequence, the alienation and degradation of indigenous identity. On the other hand, it led to the internalization of capitalist and modern values, legitimized by the state's institutions, as desirable and positive. We believe that this work can make a contribution on various levels, both in the academic, professional, and social spheres. Firstly, it brings academia closer to the reality in which the curriculum is experienced in schools. Additionally, developing reflections on educational practice from within the educational practices themselves becomes a fundamental resource for school teachers. Lastly, we argue that researching and generating knowledge about a specific social issue, in this case, the oppression of indigenous peoples and the alienation of their identity, enables the production of political tools for understanding and potential transformation toward a better life.
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      ItemOpen Access
      Significados que otorga el profesorado a las prácticas interculturales en un establecimiento educativo
      (Pontificia Universidad Católica del Perú., 2023) Ibarra Bravo, Felipe; Red de Estudiantes y Egresados de Posgrado en Educación en Latinoamérica (REDEPEL); Pontificia Universidad Católica del Perú
      Intercultural education has become more popular in our country, Chile, over the last few years. That is why, the different educational institutions must be situated in this reality and begin to apply intercultural practices to establish an effective inclusion. Therefore, the following thesis project aims, through content analysis and a qualitative methodology, to understand what intercultural practices mean to teachers in a school located in Maipú (Santiago de Chile). This project will allow comparing and analyzing the different perceptions that exist by the teaching staff of a school in relation to this concept. Furthermore, it is expected to explore other studies regarding this topic by visualizing the phenomenon of interculturality from a new perspective. In conclusion, the relevance and contribution of this work lies in understanding the context in which the phenomenon develops, the subjective perspectives, the experiences, and the teachers' own ideas.