Publication: Análisis de un centro educativo para la escolarización de la población originaria de Canadá: implantación, organización, funcionamiento y atención a la diversidad
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2021
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Abstract
Desde principios de este siglo, son varios los centros educativos canadienses que han empezado a trabajar a través de perspectivas indígenas, en respuesta a la realidad social del país y buscando aliviar y corregir las consecuencias de las escuelas residenciales, que supusieron una pérdida cultural difícil de reparar. Sin embargo, se han llevado a cabo muy pocas investigaciones sobre el funcionamiento de estos centros, así como sobre la eficacia de los programas que están implementando.
El propósito de este estudio es, precisamente, comprender cómo funciona uno de ellos, el Aboriginal Learning Centre de Calgary, tomando como referencia los principios de la educación intercultural y analizando, a la vez, cómo se lleva a cabo el programa Aboriginal Focus.
Para ello, hemos observado el día a día del centro durante doce sesiones a lo largo del tercer trimestre y entrevistado a seis miembros de la plantilla, analizando aspectos como su perfil profesional, la organización general del colegio, su filosofía y actividad educativas y la relación con las familias.
Las conclusiones obtenidas revelan que, pese a no cumplir con algunas de las características más importantes de la educación intercultural, el centro utiliza herramientas fundamentales, como una relación muy cercana con las familias o una metodología centrada en el alumnado, que ayudan a construir, consolidar y conservar la identidad cultural indígena y que dan lugar a un espacio seguro para las familias aborígenes de la ciudad.
Since the beginning of this century, there have been several schools which have begun to operate from an indigenous perspective. This has been a response to the country's social reality and an attempt to mitigate and correct the consequences of residential schools, which caused significant and almost irreparable cultural losses. Yet, very little research has been carried out on how these schools work or on the degree of success of the programs being implemented. The aim of this study is precisely to understand how one of them, the Aboriginal Learning Centre of Calgary, functions. We will do this by referring to the principles of intercultural education and by analyzing, at the same time, how the Aboriginal Focus Program is carried out. With this purpose, we observed the school's daily routine in twelve different sessions and interviewed six staff members, discussing topics such as their professional backgrounds, the basics of the school's management, their philosophy, the educational activities and their rapport with the families. The resulting conclusions reveal that, despite the fact that not all the tenets of intercultural education are fulfilled, this school utilizes fundamental tools, such as a close relation with the families or student-centered methodologies, which help to construct, consolidate and preserve an indigenous cultural identity, while at the same time providing a safe space for the Aboriginal families of the city.
Since the beginning of this century, there have been several schools which have begun to operate from an indigenous perspective. This has been a response to the country's social reality and an attempt to mitigate and correct the consequences of residential schools, which caused significant and almost irreparable cultural losses. Yet, very little research has been carried out on how these schools work or on the degree of success of the programs being implemented. The aim of this study is precisely to understand how one of them, the Aboriginal Learning Centre of Calgary, functions. We will do this by referring to the principles of intercultural education and by analyzing, at the same time, how the Aboriginal Focus Program is carried out. With this purpose, we observed the school's daily routine in twelve different sessions and interviewed six staff members, discussing topics such as their professional backgrounds, the basics of the school's management, their philosophy, the educational activities and their rapport with the families. The resulting conclusions reveal that, despite the fact that not all the tenets of intercultural education are fulfilled, this school utilizes fundamental tools, such as a close relation with the families or student-centered methodologies, which help to construct, consolidate and preserve an indigenous cultural identity, while at the same time providing a safe space for the Aboriginal families of the city.