Aprendizaje y competencias interculturales

Alessio Surian

doi:10.35197/rx.08.01.e.2012.08.as

Autores/as

Alessio Surian

DOI:

https://doi.org/10.35197/rx.08.01.e.2012.08.as

Palabras clave:

relaciones transculturales, políticas de educación

Resumen

El concepto de competencia intercultural es asociado en la literatura tanto a listas de habilidades que permiten tener “éxito” como individuo y como organización en las relaciones transculturales, como visiones más criticas e interesadas a los diferentes contextos y papeles sociales que juegan un rol en la definición y percepción de estas relaciones.

Al concepto de competencia intercultural autores como Earley y Ang (2003,

59) prefieren el concepto de inteligencia cultural, en relación a como las personas saben adaptarse a nuevos contextos culturales, y en continuidad con el trabajo sobre inteligencias de psicólogos de la educación (H. Gardner, R.J. Sternberg), y en relación a la interacción entre estilos cognitivos y gestión de las actividades cotidianas (Zhang, Sternberg, 2001, pp. 198-200).

A partir de enfoques diferentes, se ha producido en los últimos años un numero significativo de herramientas de evaluación de las competencias interculturales (Earley y Ang 2003, pp. 193-199; Fowler y Blohm 2004, pp. 37-84; Paige 2004, 85-128).

En esta contribución se investigan los aspectos relevantes y las implicaciones de los discursos sobre competencias interculturales para los procesos de aprendizaje y para las políticas de educación que integran un enfoque intercultural.

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