Development of citizenship competencies through intercultural pedagogical practices

Abstract

To elaborate the development of intercultural pedagogical practices for the formation of citizenship competences leads to the reflection of the relationship with the other(s) and with oneself. Objective: to review the background and theoretical references for the understanding of intercultural pedagogical practices in the formation of citizenship competencies. From the background, it became evident that citizenship competencies are not exhausted in their transmission; they must broaden their cultural perspective in the communities and in the elaboration of intercultural dynamics that help to overcome the restricted vision of modernity thought from a state of law that fails to enable the recognition and understanding of the accelerated changes of the contemporary world that, each time, with globalization and the phenomenon of colonization, generates greater cultural diversity and makes the processes of cultural identities more complex. The method used was a documentary design, with a hermeneutic method, applying the content analysis technique for the systematization of the information. Results: progress in intercultural citizenship competencies requires rethinking the democracy of a society, incorporating changes in laws and institutions and the construction of a democratic culture to develop values, knowledge, skills and critical understanding for intercultural dialogue; as well as the training of teachers to renew their pedagogical practices. It was concluded that there is a variety of models for the exercise of intercultural and democratic citizenship. This raises the need to establish educational policies that will help institutions to deal with the issue of cultural diversity, to deepen the pedagogical strategies of an inclusive education, and to develop teacher education programs that contribute to the comprehensive training in citizenship.