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LETTERS A LOOK AT THE SCHOOL CURRICULUM FROM THE CULTURAL AND DEMOCRACY (1)

Quineche Daniel Meza

Lima, 08.01.2009

POINTS FOR REFLECTION

Globalization and Diversity
• Interculturalism
• Democracy
• school curriculum from multiculturalism and democracy

GLOBALIZATION AND DIVERSITY

Thanks to new information technologies and communication today the world has "shrunk" and is increasingly possible for us to relate to more people from different places, languages \u200b\u200band cultures.

Contrary to what is believed that globalization would bring us to the tendency of universal culture and monolingual what is happening is an increase in the visibility of ethnic minorities.

These ethnic groups, their languages \u200b\u200band cultures are increasingly raising their voices, demanding the right to difference, question the homogenizing nature of nation states and propose building multicultural or multinational states.

The present challenge is to advance the construction of a multicultural country. In that sense, the first step is to assume, recognize and become an asset of enormous cultural diversity of the country. The second is to end cultural discrimination, non-recognition and exclusion; which is key to the promotion of intercultural education.

CULTURAL

One way to approach the concept of multiculturalism should do next distinguishing two concepts, that of multiculturalism and the mixture, while interacting with them.

multiculturalism in the key word is respect. Since the recognition of the right to be different is commanding respect among different cultural groups that are relatively separate. To be effective this respect calls for concrete in the equalization of social opportunities of these groups. This means matching require specific policies when this does not happen because of events past or present of domination. However, it is a descriptive concept, which tells us that in a given area groups with different cultures coexist and therefore does not concern the relationship between cultures.

The key word is fusion or synthesis mixture. What is sought is a culture that it overcomes the synthesis of cultures coming into relationship. History shows that the breed is the result of conditions of domination, therefore unwanted impositions, and then brought to reaction and rebellion social. However, the mixture may be a desired horizon and unforced synthesis strategies, leading to achieve a common culture enriched by the contributions of various groups and enablers multiple multiple personal development, which could end the ethnocentric perspectives and different ethnic conflict.

The key word is intercultural dialogue. Interculturalism multiculturalism takes in part, in the sense that dialogue must assume mutual respect and equal dialogue between people. Furthermore, it also resumes in the sense that to be consist of creative dialogue, all cultural group need some separation, ie the cultivation of their own defining characteristics in specific areas and institutions. But unlike multiculturalism, from multiculturalism is advocated the meeting of cultures, it is seen as a vehicle for creative development of the cultures that are involved in it and as an expression of solidarity between them. In this sense, multiculturalism also states that the groups involved are mutually recognized cultural capacity building, recognizing that no culture fully realized the possibilities of human beings and that all potential contributors deserve to be taken into account. That is, respect is deeply here empathic.

Interculturalism also takes part miscegenation in the sense that as a result of dialogue and contact it brings, can be incorporated elements from the cultures with which it interacts. But away from the mixing in the relationship with the other does not intend to merge his identity with him in a unique cultural identity, by contrast, seeks to strengthen creative and severally their own identity. Interculturalism is thus a specific mode of self-affirmation etnoidentitaria.

Interculturalism implies that among the different cultural groups exist in a relationship as equals. Interculturalism admits no asymmetries, ie inequalities between cultures mediated by power, the benefit of a cultural group over another or others. As aspiration, multiculturalism is part of a national project.

human beings have recently become convinced of the positive condition of the practice of multiculturalism and human relations strategy with a view to a harmonious and creative development of human societies.

in practice Interculturalism is a cultural behavior to function in relation to cultural contexts. It is a behavior of people or human groups in terms of multiculturalism. The question is handled between members of different cultures with whom they interact (Solis, 1999).

Like all cultural phenomena, cultural behavior is learned as a member of a particular cultural, or group of cultures in contact. The first condition for the existence of multiculturalism is the contact of cultures. But for multiculturalism is a behavior, what should happen is a learning process, whether natural, as part of the socialization of people, or planned, that is, formally.

Interculturalism means an education that respects both differences and emphasizes the cultural exchanges, mutual fertilization, influences, the hybridities (Degregori, 2001).

The objectives of intercultural education are:

- End homogenizing education / acculturated, open to pluralism, recognize that other cultures' hegemonic "have the same rights are part and enrich the cultural heritage of the country,

- while avoiding unnecessary polarization, highlighting the inter agency bridges and different cultures.

Implement this education intercultural is a great challenge:

- designers of school curricula and educational managers.

- the teachers and education managers in service.

- trainers of teachers and education managers

- educators and trainers in the various national education system

DEMOCRACY

Democracy is currently considered as a central element of a global civic culture in the making.

Democracy At its core is based on Human Rights, expressed in the concept of free and autonomous, responsible for their choices and respect the rights of others.

Democracy embodies the idea of \u200b\u200bpolitical autonomy and empowerment of people and presupposes pluralism. It is a strategy for making precisely in terms of complexity, where thoughts and guidance are different. Thus, democracy is stated in the participation, where are the people themselves to decide. Democracy demands

know and respect other views. Knowledge of other views is important to form their own opinion. Otherwise, the trial itself is limited and self-centered, problem for the state itself that stands in a democracy.

Democracy is a value in itself and is related to other important values \u200b\u200bsuch as human rights, development and peace.

Democracy provides a substantial basis to safeguard the fundamental rights of citizens. Under pressure from public opinion, governments are forced to take action prevention and justice. Giving voice to those expressing dissatisfaction increases the probability of preventing major social catastrophes.

democracy ensures the successful development and in turn, development can only create the conditions necessary for democracy to flourish . The development is an enterprise that requires the active participation of all members of society . The people are more motivated to make contributions if they consider themselves true citizens whose opinion is taken into account when deciding the direction the country should take and the priorities to be taken. Also, the demand for political participation becomes an obligation when the development, particularly human development, beyond a certain level of distribution of benefits in nutrition, health and education, and when consolidating a middle class educated and politically conscious.

Democracy can be an important factor of international stability, it is less likely to initiate military action democratic societies together. However, internally this stability is more precarious. But, if democracy takes root, reduce social conflicts in the long term.

In the current conditions of our country, with a strong cultural asymmetry, although free and fair elections and regular information and freedom of press and freedom of association are basic elements of democracy and free civil society, democratic procedures require constitutional guarantees that protect political minorities, ethnic or other against the tyranny of the majority .

democracy in practice is manifested in the processes and democratic social organizations.

A democratic education seeks the involvement and participation of students in democratic processes and social organizations.

FROM THE SCHOOL CURRICULUM CULTURAL AND DEMOCRACY.

At this point in the history of the country, the vast majority of the population is aware that are a country of great diversity, not only biogeographic but also ethnic, linguistic and cultural.

The Constitution and basic laws of the country so recognized. However, in fact, the inclusion of the ethnic, linguistic and cultural is still a work in progress.

Two of the key functions of education is socialization or, rather, the integration of the inhabitants of a country, and inculturation, ie, assessment and continuity of cultural events that reinforce the identity of a country in its relations with other countries in the world.

The new General Law of Education proposes special attention to intercultural education.

In its eighth article assumes, among its principles of multiculturalism and democracy.

"Interculturalism, which contributes to the recognition and appreciation of our diversity cultural, ethnic and linguistic dialogue and exchange between different cultures and the establishment of harmonious relations."

"Democracy, which fosters full respect for human rights, freedom of conscience, thought and opinion, the full exercise of citizenship and recognition of the popular will, and that contributes to mutual tolerance in relations between individuals and between majorities and minorities and strengthening the rule of law. "

In its ninth article proposes objectives include:" Helping to build a democratic society, compassionate, fair, inclusive, prosperous, tolerant and forge a culture of peace that affirms the identity sustained by national cultural, ethnic and linguistic ... "

Under this mandate is expected to be promoted at least two educational policies:

a) The first aimed at suppressing the asymmetry school. This asymmetry is showing that indigenous peoples are those who have less access to school, with more difficulty passing through, the more drop, the least progress from level to level. More seriously, the school is the asymmetry that explains why Indians learn less from school, and learning why that serves little for their present and future life. Therefore, it requires a quality education, from the paradigm of diversity, quality must be achieved by most appropriate ways, which differ among cultural groups and population contexts.

b) The second aimed to reverse the asymmetry in valuation. This asymmetry is what helps explain why there is a majority culture that considers itself superior, culturally, to others. And, through the mechanism of racism introjected also explains why minority groups, at times, especially in situations unrelated to the dominant culture, they consider themselves as inferior. It is clear that the origin of this asymmetry in the population of the dominant culture. Therefore, intercultural education should be for everyone.

Under this framework, intercultural education and democratic and is not directed only at indigenous populations but the majority of the population, the non-indigenous, today has paved the way for this education.

This approach to education is embodied in the curricula of national education system, which remains the biggest challenge in moving from discussion to action.

In the current EBR DCN, at the level of discourse is reads:

"Today's Peru claims a DCN inclusive significant, responsive to cultural diversity and the demands of twenty-first century. "

" The EBR DCN contains the learning that students must develop in each grade, in any area of \u200b\u200bthe country, to ensure educational quality and equity . At the same time, considers the human, cultural and linguistic diversity, as expressed in the intercultural approach that characterizes it and which is manifested in the skills considered in the three educational levels and in different curriculum areas, as sociolinguistic contexts. "

"The DCN promotes understanding and respect for diverse cultures of our country and the world recognizes the imperative to convert the contact between cultures as an opportunity to learn and contribute from our particularities. We have to reach intercultural practice, promoting intercultural dialogue, recognizing the dynamic and continuing evolution of each culture. "

How does the school practice these good intentions? The DCN offers two ways to do so.

First, the introduction of the Training Area and civic citizenship in the secondary, which is aimed at developing skills and attitudes to strengthen the identity of Peruvians from the knowledge, appreciation and respect for our cultural diversity, from a intercultural perspective and citizen participation from the knowledge of state institutions and civil society organizations and their role in the democratic system.

The second consists in a reaffirmation of the diversification process of the curriculum in order that the curriculum is relevant to the needs, demands and characteristics of students and the social, cultural and linguistic, economic, productive and geographical each of the regions and localities of our country.

However, we can move even more. From the perspectives raised above, the completion of an education intercultural and democratic to be done at all levels: national, regional, local and institutional. Some steps (Schmelkes, 2006) to move in that direction would be: Education

1. multiculturalism and democracy in the whole population is knowledge of diversity. can not ask anyone to respect what is not known. As the basis of multiculturalism is respect, we must start by knowing what is expected to be respected. Our educational system has not led to an understanding of the cultural diversity of the country. The graduates of basic education does not know how many indigenous groups there, nor where they are. Much less known contributions made by these groups into national life. It is therefore necessary knowledge, skills, values, artistic productions of indigenous daily also part of what students learn in school, at all levels. This requires the participation of indigenous peoples themselves in the design of the curriculum at all levels of detail: national, regional, local and institutional. It is they who can best contribute by proposing what their culture should be aware of all Peruvians (relationship with nature, holidays, view of history, community organization, work and training, etc.). This will introduce the indigenous established across all areas in all grades of basic education.

2. Educating multiculturalism and democracy is to learn to respect one another or others. Once known for diversity, we must work to respect it. The best way to do this is through education in values \u200b\u200bthat respect everyone's right to choose their own scheme of values, but recognizes the obligation of the school to present the fundamental values \u200b\u200bunderlying coexistence and human rights. This forces work very closely with those designing the curriculum of civics and ethics (curriculum areas: Personal Social and Citizenship and Civic Education).

3. Educating multiculturalism and democracy is growing appreciation of the other or others. Appreciation is achieved when the experimental work of learning and enrichment of different ones. When we have diversity in the classroom, as in multicultural contexts, we can use directly. But if not, we can work the appreciation - of course the respect and interest in listening to others - opening our classrooms to the representatives of different others to experience intercultural dialogue.

To conclude these reflections can be said in the realization of a curriculum with intercultural and democratic approach is instrumental the teacher and the teacher. For It is therefore important to refine the training process and to incorporate the teaching service in multicultural contexts. Have better teachers is not due to reach the note fourteen for admission to teachers' training centers. This measure says discrimination and homogenizing character education is not sought. Personal qualities are needed primarily related social and multicultural contexts where there is the educational act.

(1) Paper presented at the Fourth International Congress on Education, organized by the Graduate School of César Vallejo University in Lima, from 31 July to 2 August 2009.