Incorporación de las TIC como estrategia pedagógica para determinar las relaciones y procesos multiculturales en niños, niñas y jóvenes de séptimo grado de una Institución Educativa del Distrito Capital

Abstract

This thesis aims to determine with a group of young learners from seventh grade, the type of relationships established and the processes that occur in the classroom. This purpose was achieved through the interaction of a pedagogical strategy implemented from ICT. The first theoretical reference taken is culture. It is understood as a result of the multicultural perspective, assuming that there are many definitions of culture, but it has no borders. Culture is knowledge, capacity and a typical attitude in each individual that uses it to get on in his life and context. In this sense, multiculturalism is an essential vision from the culture where each member is part of a culture process. Secondly, the thesis studied the concept of multiculturalism and its relationship to the educational process demonstrating extreme positions. The first one is linked to the construction of the culturalist parameters focused on individual and group rights. On the other hand, the second position states that the given recognition is false and distorted as it leads to the marginalization of its own conditions. For getting closer to the central theme it was also necessary to theoretically address the conceptions, interpretations and paradigms that define the inclusion and/or social integration in education. It evidences that inclusion goes beyond integration, especially since it is based on the rights of the individuals. On the other hand, integration specifically targets the attention of children and young people in need because of their cognitive, motor and social deficit. Therefore, a multicultural process should involve inclusion processes. Finally, the knowledge and theoretical construction established in this thesis, point out the need and importance of assuming the mediation of ICT in learning and teaching processes from a critical perspective, which in this case, allow collecting valuable information to make decisions of improvement in the multi and intercultural relations generated in the school environment. This process of research and theoretical construction was carried out by implementing qualitative research with educational action research approach. This last one is used for improving, from the pedagogical teaching strategy, the educational and social system of the students and the school. In this sense, the findings were related to the linguistic identity which was identified in the relationships that young people make; the use of the mechanism of memory retrieval from remembrances; and life experiences where the transmission of cultural traditions were generated because of the socialization process of cultural and social relations. The central conclusion of this research process is the critical need to implement a multicultural education in the processes from the school which is oriented in the specific values of respect, equality, solidarity; tolerance and open dialogue; that let build values of identity and self-acceptance.