FORMACIÓN INICIAL DOCENTE, PRÁCTICAS PEDAGÓGICAS Y COMPETENCIAS INTERCULTURALES DE LOS ESTUDIANTES DE CARRERAS DE PEDAGOGÍA DE LA UNIVERSIDAD DE TARAPACÁ, NORTE DE CHILE

Abstract

Abstract: The objective of the article is to analyze the intercultural competences of the students who practice the pedagogical careers of the Faculties of Education and Humanities and Sciences of the University of Tarapacá in the north of Chile. A mixed methodology was used where a survey was applied that sought to answer on the social and cultural attributes of the practitioner, the characteristics of the students within each of the classrooms, the sociocultural attributes of the establishments, the evaluation that the practitioners of their competences, as well as the balance that they themselves make of the intercultural training and the evaluation of the intercultural competences of the students in practice. It is characterized from the results of the sample (125 respondents) that 4.8% of them say they have a high knowledge of theoretical, methodological and technical tools to perform in contexts with cultural diversity, while 46.6% of they declare that they have a medium knowledge, 37.6 indicate that they have no knowledge, while 11.2% do not answer this question. What suggests a revision to the Initial Teacher Training from the institutional policy to account for a more relevant and relevant training to the context of diversity in our region of Arica and Parinacota.