Desarrollo de competencias Interculturales y Democráticas en la Formación docente. El papel de los marcos internacionales
DOI:
https://doi.org/10.5944/reec.41.2022.31189Palabras clave:
Competencia Democratica e Intercultural, UE, Formación de Profesorado, Marcos de referencia competencialesResumen
La UE es, en términos formales, una unión de Estados fundada en los valores del respeto a la dignidad humana, la libertad, la democracia, la igualdad, el estado de derecho y el respeto por los derechos y valores humanos. El valor de la diversidad cultural de las sociedades europeas se ve así cuestionado por voces radicales que se esfuerzan por diseminar la discordia y la fragmentación entre y dentro de los EM. Tanto los formuladores de políticas como los profesionales abogan por la necesidad de desarrollar maestros interculturales y democráticamente competentes que sean capaces de cerrar la brecha entre las políticas de pertenencia y la expresión de pertenencia del individuo. El siguiente artículo analiza tres marcos de competencia emblemáticos internacionales para el desarrollo de la competencia intercultural. Defiende la necesidad de cambiar el ppaproahc en la formación de profesores para abordar la diversidad cultural eligiendo el marco RFCDC del Consejo de Europa como la opción óptima para la formación de profesores hacia un nuevo paradigma de competencia intercultural y democrática
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
