Institutional Interculturality: The Challenge of a Shared Project
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Abstract
Institutional interculturality involves the relationship among diverse institutional cultures that generate and sustain spaces of interaction as the challenge of a shared project, in which imaginaries and social practices participate in the construction of otherness.
This paper presents a study on negotiation and entry into educational institutions, where the Institutional Analysis course in the Educational Sciences degree program accompanies training processes in analysis and intervention. Within this framework, a complex web is interwoven and denaturalized by recovering experiences, lived experiences, and voices at this stage of fieldwork, which speak of what happens there, why it happens, and how it affects training.
Thus, from an institutional perspective understood as a critique aimed at symbolizing elaboration, this paper analyzes “negotiation and entry into educational institutions” within the training experience of the course. It reveals some of the unsaid and half-said elements in the space of interaction among institutions and interprets the construction of institutional interculturality as a field of training.
To this end, the study draws on document analysis, including institutional observation records, reports specifically related to the object of study, and interviews with the authorities of the institutions where fieldwork is carried out, as well as with the students enrolled in the course.
The study observes that entry into and negotiation with the field imply mutual recognition among institutions in order to initiate and sustain a shared training project. The reflexivity of fieldwork establishes situated training with academic, ethical, political, and institutional commitment from the perspective of intercultural pedagogy. Although this is a limited study, it denaturalizes the object, while the signification given by other actors remains pending in order to deepen its understanding and generate contributions to the framework of interinstitutional work.
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The author/s grant exclusive license without temporary limit for the manuscript to be published in Cuadernos-FHyCS edited by Humanides the Faculty of Social Science, National University of Jujuy.
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