Elementos de la competencia intercultural: un análisis documental de la política educativa supranacional de la Unión Europea
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[1] Universidad a Distancia de Madrid
Universidad a Distancia de Madrid
Madrid, España
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- Localización: Revista complutense de educación, ISSN-e 1988-2793, ISSN 1130-2496, Vol. 33, Nº 4, 2022, págs. 713-723
- Idioma: español
- Títulos paralelos:
- Elements of intercultural competence: a documentary analysis of the supranational educational policy of the European Union
- Enlaces
- Dialnet Métricas: 7 Citas
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Resumen
- español
El escenario sociopolítico en la Unión Europea ha cambiado, entre otros factores, por la globalización, la ciudadanía europea y las migraciones. Ante esta situación, los ciudadanos europeos requieren nuevas competencias para vivir en sociedades cada vez más plurales. Por estos motivos, este artículo persigue analizar la política educativa vigente de la Unión Europea con respecto a la educación intercultural y, además, identificar los elementos que conforman la competencia intercultural en el marco europeo. La metodología empleada para desarrollar esta investigación mixta ha sido el Análisis Documental. Las unidades de análisis se han obtenido a través de la plataforma EUR-Lex de la Unión Europea. La normativa, compuesta por 81 documentos, hace referencia explícita a la educación intercultural o multicultural y se encuentra en vigor. Posteriormente, realizó un proceso de codificación mediante el software de análisis mixto (cuantitativo-cualitativo) MAXQDA Analytics Pro 2020, donde se atendió a la naturaleza del documento y a los elementos que componen la competencia intercultural en el marco europeo. Los resultados han puesto de manifiesto que el grueso de esta normativa son políticas blandas, principalmente resoluciones, siendo la institución emisora más frecuente el Consejo Europeo. Por otro lado, se han identificado 12 elementos que conforman la competencia intercultural en la política educativa de la Unión Europea, siendo las más recurrentes: el diálogo intercultural; el entendimiento, la comprensión y el respeto mutuo; la ciudadanía y la democracia; la igualdad y la cohesión social; y las expresiones culturales y la creatividad. A modo de conclusión, se ha corroborado que la UE desarrolla su política educativa mayoritariamente mediante políticas blandas y a través del Consejo Europeo. Por último, se ha puesto de manifiesto la estrecha interrelación de los distintos elementos que conforman la competencia intercultural a lo largo de las políticas analizadas.
- English
The socio-political context in the European Union has changed due to globalization, European citizenship and migration. To deal with this situation, European citizens need new competences to live in increasingly plural societies. For these reasons, this article aims to analyse the educational policy of the European Union with regard to intercultural education and, to identify the elements which compose intercultural competence in the European framework. The methodology used to develop this mixed research has been the Documentary Analysis. The units of analysis have been obtained from the EUR-Lex platform of the European Union. These policies, composed by 81 documents, refer explicitly to intercultural or multicultural education. Also, all of them are in force. Besides, a coding process was carried out using the mixed (quantitative-qualitative) analysis software MAXQDA Analytics Pro 2020. It allows to identify the essential qualities of the documents and the elements that composed intercultural competence in the European framework. Results showed that most of the regulations are soft policies, mainly resolutions, and that the European Council is the most frequent issuing institution. In addition, 12 elements have been identified to compose the intercultural competence in the educational policy of the European Union. The most recurrent are: intercultural dialogue; mutual understanding and respect; citizenship and democracy; equality and social cohesion; and cultural expressions and creativity. In conclusion, it has been confirmed that the EU develops its educational policy mainly through soft policies and through the European Council. Finally, it has been proved the close interrelation between the different elements which compose the intercultural competence and the policies analysed.
The socio-political context in the European Union has changed due to globalization, European citizenship and migration. To deal with this situation, European citizens need new competences to live in increasingly plural societies. For these reasons, this article aims to analyse the educational policy of the European Union with regard to intercultural education and, to identify the elements which compose intercultural competence in the European framework. The methodology used to develop this mixed research has been the Documentary Analysis. The units of analysis have been obtained from the EUR-Lex platform of the European Union. These policies, composed by 81 documents, refer explicitly to intercultural or multicultural education. Also, all of them are in force. Besides, a coding process was carried out using the mixed (quantitative-qualitative) analysis software MAXQDA Analytics Pro 2020. It allows to identify the essential qualities of the documents and the elements that composed intercultural competence in the European framework. Results showed that most of the regulations are soft policies, mainly resolutions, and that the European Council is the most frequent issuing institution. In addition, 12 elements have been identified to compose the intercultural competence in the educational policy of the European Union. The most recurrent are: intercultural dialogue; mutual understanding and respect; citizenship and democracy; equality and social cohesion; and cultural expressions and creativity. In conclusion, it has been confirmed that the EU develops its educational policy mainly through soft policies and through the European Council. Finally, it has been proved the close interrelation between the different elements which compose the intercultural competence and the policies analysed.
The socio-political context in the European Union has changed due to globalization, European citizenship and migration. To deal with this situation, European citizens need new competences to live in increasingly plural societies. For these reasons, this article aims to analyse the educational policy of the European Union with regard to intercultural education and, to identify the elements which compose intercultural competence in the European framework. The methodology used to develop this mixed research has been the Documentary Analysis. The units of analysis have been obtained from the EUR-Lex platform of the European Union. These policies, composed by 81 documents, refer explicitly to intercultural or multicultural education. Also, all of them are in force. Besides, a coding process was carried out using the mixed (quantitative-qualitative) analysis software MAXQDA Analytics Pro 2020. It allows to identify the essential qualities of the documents and the elements that composed intercultural competence in the European framework. Results showed that most of the regulations are soft policies, mainly resolutions, and that the European Council is the most frequent issuing institution. In addition, 12 elements have been identified to compose the intercultural competence in the educational policy of the European Union. The most recurrent are: intercultural dialogue; mutual understanding and respect; citizenship and democracy; equality and social cohesion; and cultural expressions and creativity. In conclusion, it has been confirmed that the EU develops its educational policy mainly through soft policies and through the European Council. Finally, it has been proved the close interrelation between the different elements which compose the intercultural competence and the policies analysed.
- español