Educar para la ciudadanía global y la paz a través del Despertar a las Lenguas: un estudio con niños institucionalizados
DOI:
https://doi.org/10.30827/portalin.vi40.26655Palabras clave:
educación para la ciudadanía global, paz positiva, despertar a las lenguas, niños institucionalizados, estudio de casoResumen
La educación para la ciudadanía global (ECG) es un imperativo educativo para responder a los tiempos de cambio en los que vivimos. La investigación con niños en edad preescolar indica que la ECG fomenta el respeto personal y por los demás, y aumenta el compromiso cívico, aspectos fundamentales para crear y mantener sociedades pacíficas. No obstante, faltan estudios empíricos centrados en las pedagogías ECG para los primeros años con grupos vulnerables de niños. Este estudio de caso tiene como objetivo comprender la contribución del Despertar a las Lenguas en el desarrollo de actitudes, valores y habilidades de ciudadanía global y paz positiva. El estudio se llevó a cabo con un grupo de niños portugueses de 3 a 6 años que vivían en un hogar convivencial. Los niños participaron en un proyecto de cinco meses titulado “Una casa donde cabemos todos”, que incluía actividades multilingües e intercambios virtuales con niños en Colombia y Tanzania. Los datos fueron recolectados a través de cuestionarios, hojas de autoevaluación y notas de campo, tratados estadísticamente o mediante análisis de contenido. Los resultados sugieren que las actividades promovieron el respeto por la diversidad, aumentaron autoconocimiento y autoestima, y desarrollaron habilidades de comunicación y colaboración.
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Citas
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Bamber, P., Lewin, D., & White, M. (2018). (Dis-)Locating the transformative dimension of global citizenship education. Journal of Curriculum Studies, 50(2), 204–230. https://doi.org/10.1080/00220272.2017.1328077
Ben Maad, M.R. (2020). Any role for foreign languages in promoting children’s critical thinking? The case of stereotyping. Language Awareness, 29(1), 60–77. https://doi.org/10.1080/09658416.2019.1686508
Ben Maad, M.R. (2016). Awakening young children to foreign languages: openness to diversity highlighted. Language, Culture and Curriculum, 29(3), 319–336. https://doi.org/10.1080/07908318.2016.1184679
Candelier, M. (Ed.). (2004). Janua Linguarum – The gateway to languages. The introduction of language awareness into the curriculum: Awakening to languages. Council of Europe.
Candelier, M., & Kervran, M. (2018). 1997-2017: Twenty years of innovation and research about Awakening to Languages-Evlang heritage. International Journal of Bias, Identity and Diversities in Education, 3(1), 10–21. https://doi.org/10.4018/ijbide.2018010102
Coelho, D., Andrade, A.I., & Portugal, G. (2018). The ‘Awakening to Languages’ approach at preschool: developing children’s communicative competence. Language Awareness, 27(3), 197–221. https://doi.org/10.1080/09658416.2018.1486407
Dias, T. (2016). Educação para a paz no jardim de infância: uma educação livre de conflitos [Peace education in kindergarten: a conflict-free education] [Unpublished master’s thesis]. Universidade de Aveiro, Aveiro, Portugal. http://hdl.handle.net/10773/21396
Galtung, J. (1996). Peace by peaceful means: Peace and conflict, development and civilization. Sage.
Galtung, J. (1969). Violence, peace, and peace research. Journal of Peace Research, 6(3), 167–191.
Hancock, R.E. (2017). Global citizenship education: Emancipatory practice in a New York preschool. Journal of Research in Childhood Education, 31(4), 571–580. https://doi.org/10.1080/02568543.2017.1346731
Hawkins, E. (1987). Awareness of language: An introduction (revised ed.). Cambridge University Press.
Institute of Social Security (2007). Portuguese Child Policy Social Security. Institute of Social Security, I.P, Portugal.
Jares, X.R. (2002). Educação para a paz: sua teoria e sua prática [Education for peace: its theory and practice] (2nd ed.). Artmed.
Ki-Moon, B. (2012). Global Education First Initiative. United Nations.
King, M.L. (1968). Where do we go from here: Chaos or community? Beacon Press.
Lourenço, M., & Andrade, A.I. (2014). Promoting phonological awareness in pre-primary education: Possibilities of the ‘awakening to languages’ approach. Language Awareness, 23(4), 304–318.
Oxfam. (2015). Education for global citizenship: A guide for schools. Oxfam GB.
Pashby, K., da Costa, M., Stein, S., Andreotti, V. (2020). A meta-review of typologies of global citizenship education. Comparative Education, 56(2), 144–164. https://doi.org/10.1080/03050068.2020.1723352
Pearce, D.R., Oyama, M., Moore, D., & Irisawa, K. (2020). Plurilingualism and STEAM: Unfolding the paper crane of peace at an elementary school in Japan. International Journal of Bias, Identity and Diversities in Education, 5(2), 1–23. https://doi.org/10.4018/IJBIDE.2020070101
Twigg, D., Pendergast, D., & Twigg, J. (2015). Growing global citizens: Young children’s lived experiences with the development of their own social world. International Research in Early Childhood Education 6(1), 79–91.
UNESCO (2014). Global citizenship education: preparing learners for the challenges of the 21st century. UNESCO.
United Nations (2015). Transforming our world: The 2030 Agenda for Sustainable Development. United Nations.
Wintersteiner, W. (2019). Peace education for global citizenship: The genuine global dimension of Betty Reardon’s concept of Peace Education. In I. Breines (Ed.), Exploring Betty A. Reardon’s perspective on peace (pp. 15–28). Springer.
Yin, R. K. (2009). Case study research: design and methods (4th ed.). Sage.
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Publicado
27-06-2023
Cómo citar
Silva, V., & Lourenço, M. (2023). Educar para la ciudadanía global y la paz a través del Despertar a las Lenguas: un estudio con niños institucionalizados . Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (40), 181–197. https://doi.org/10.30827/portalin.vi40.26655
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