Estrategia pedagógica para el desarrollo de prácticas preprofesionales con enfoque intercultural en la formación docente
Abstract
La formación docente en contextos plurinacionales exige la incorporación de enfoques interculturales que fortalezcan la pertinencia y equidad de los procesos educativos. En el caso ecuatoriano, se ha evidenciado una escasa incorporación de la diversidad cultural como eje estructurante de la formación pedagógica. En ese contexto, la investigación tuvo como objetivo diseñar una estrategia pedagógica orientada al desarrollo de prácticas preprofesionales con enfoque intercultural en la carrera de Educación General Básica de la Universidad Técnica de Manabí-Ecuador. El estudio se desarrolló desde un enfoque cualitativo, de tipo aplicado, con orientación crítica, interpretativa y nivel propositivo. Se adoptó un diseño de investigación educativa centrado en la elaboración de una estrategia pedagógica contextualizada, sustentada en el análisis documental y la sistematización de fundamentos teóricos y normativos. Como resultado, se formuló la estrategia “Interculturalidad Crítica en la Práctica Docente”, estructurada en cuatro etapas: Diagnóstico, planeación, desarrollo y valoración. Esta propuesta integra dimensiones de intervención, acciones estratégicas y resultados esperados, orientados a transformar las prácticas formativas desde una lógica inclusiva, ética y culturalmente pertinente. Se concluye que la propuesta constituye un aporte significativo a la formación docente, al consolidar una perspectiva intercultural crítica que resignifica las prácticas preprofesionales como procesos formativos integrales y transformadores.
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References
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Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., y Lee, C. W. Y. (2017). 21st Century Skills Development Through Inquiry-Based Learning: From theory to practice. Springer. https://doi.org/10.1007/978-981-10-2481-8
Collado-Ruano, J., Madroñero-Morillo, M., y Álvarez-González, F. (2019). Training transdisciplinary educators: Intercultural learning and regenerative practices in Ecuador. Studies in Philosophy and Education, 38(2), 177-194. https://doi.org/10.1007/s11217-019-09652-5
Corbett, J., y Guilherme, M. (2021). Critical pedagogy and quality education (UNESCO SDG-4): The legacy of Paulo Freire for language and intercultural communication. Language and Intercultural Communication, 21(4), 447-454. https://doi.org/10.1080/14708477.2021.1962900
Corica, A., y Otero, A. (2020). Examining complexities in the education-work relationship in youth transitions in Argentina. Journal of Applied Youth Studies, 3(4–5), 311-329. https://doi.org/10.1007/s43151-020-00022-4
Díaz, A. (2018). Challenging dominant epistemologies in higher education: The role of language in the geopolitics of knowledge (re)production. In I. Liyanage (Eds.), Multilingual Education Yearbook 2018 (pp. 21–36). Springer, Cham. https://doi.org/10.1007/978-3-319-77655-2_2
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70-120. https://doi.org/10.3102/0034654312474350
Fernández-Larragueta, S., Martínez-Martínez, M. J., y Muñoz-López, J. (2023). Training university teachers in an urban context to educate future teachers in rural Mayan environments: An international cooperation project. Frontiers in Education, 8, 1231533. https://doi.org/10.3389/feduc.2023.1231533
González-Pérez, L. I., y Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st Century Skills Frameworks: Systematic review. Sustainability, 14(3), 1493. https://doi.org/10.3390/su14031493
Guim, P., y Marreno, Y. (2022). Desarrollo de competencias en prácticas pre-profesionales y la inserción laboral de egresados universitarios en Ecuador. Revista de Ciencias Sociales (Ve), XXVIII(E-6), 212-227. https://doi.org/10.31876/rcs.v28i.38833
Hart, A., Lantz, C., y Montague, J. (2017). Identity, power, and discomfort. In A. Shahriar y G. Syed (Eds.), Student Culture and Identity in Higher Education (pp. 38-58). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-5225-2551-6.ch003
Iranzo-García, P., Camarero-Figuerola, M., Tierno-García, J.-M., y Barrios-Arós., C. (2020). Leadership and professional identity in school teacher training in Spain (Catalonia). Journal of Education for Teaching, 46(3), 309-323. https://doi.org/10.1080/02607476.2020.1750935
Kromydas, T. (2017). Rethinking higher education and its relationship with social inequalities: Past knowledge, present state and future potential. Palgrave Communications, 3, 1. https://doi.org/10.1057/s41599-017-0001-8
Lafont, J., Torres, F., y Ensuncho, A. (2021). Desafíos de las universidades ante la tendencia mundial de la Industria 4.0. Revista de Ciencias Sociales (Ve), XXVII(E-4), 306-318. https://doi.org/10.31876/rcs.v27i.37009
Leránoz-Iglesias, M. M., Fernández-Morante, C., Cebreiro-López, B., y Abeal-Pereira, C. (2023). Study on the collaboration between university and educational centers mentors in the development of the in-school education placements in official university degrees qualifying for the teaching profession: The case of the University of Santiago de Compostela. Education Sciences, 13(2), 104. https://doi.org/10.3390/educsci13020104
Liu, K., y Ball, A. F. (2019). Critical reflection and generativity: Toward a framework of transformative teacher education for diverse learners. Review of Research in Education, 43(1), 68-105. https://doi.org/10.3102/0091732X18822806
Maio, R., Guichard, S., y Cadima, J. (2022). In what conditions are intercultural practices implemented in disadvantaged and diverse settings in Portugal? Associations with professional and organization-related variables. Social Psychology of Education, 25(2–3), 509-534. https://doi.org/10.1007/s11218-022-09687-6
Markauskaite, L., y Goodyear, P. (2017). Epistemic fluency and professional education: Innovation, Knowledgeable Action and Actionable Knowledge. Springer. https://doi.org/10.1007/978-94-007-4369-4
Marshall, S. J. (2018). Shaping the University of the Future: Using technology to catalyse change in university learning and teaching. Springer. https://doi.org/10.1007/978-981-10-7620-6
Meyer, O., Imhof, M., Coyle, D., y Banerjee, M. (2018). Positive Learning and Pluriliteracies. In O. Zlatkin-Troitschanskaia, G. Wittum y A. Dengel (Eds.), Positive Learning in the Age of Information (pp. 235-265). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-19567-0_15
Nguyen, H. T., Tran, V.-T., Nguyen, S. T., y Trinh, T. V. (2023). A literature review on the management of preschool teacher’s professional competence development in the 4.0 Industrial Revolution. Journal of Law and Sustainable Development, 11(9), e1060. https://doi.org/10.55908/sdgs.v11i9.1060
Pedrero-García, E., Moreno-Fernández, O., y Moreno-Crespo, P. (2017). Educación para la diversidad cultural y la interculturalidad en el contexto escolar español. Revista de Ciencias Sociales (Ve), XXIII(2), 11-26. https://produccioncientificaluz.org/index.php/rcs/article/view/24949
Pierrakos, O., y Kenny, M. (2025). A student-centered, theory-informed, integrated model to academic and career advising to educate the whole engineer: Transforming Engineering education and broadening participation in engineering is possible! 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD) Proceedings, 38. https://doi.org/10.18260/1-2--54066
Pirela, J., Pérez, L. E., y Pardo, L. E. (2022). Tendencias y retos de la formación docente en Iberoamérica. Revista de Ciencias Sociales (Ve), XXVIII(4), 315-334. https://doi.org/10.31876/rcs.v28i4.39133
Sánchez, F., Tellez, A., Martínez, J. E., y Antón, F. (2021). Development of the pre-professional identity of vocational students during their training through a program based on OER-Enabled pedagogy and an online community of practice. Sustainability, 14(1), 356. https://doi.org/10.3390/su14010356
Valiandes, S., Neophytou, L., y Hajisoteriou, C. (2018). Establishing a framework for blending intercultural education with differentiated instruction. Intercultural Education, 29(3), 379-398. https://doi.org/10.1080/14675986.2018.1441706
Wang, P. (2021). Too many constraints: five first-year EFL teachers’ professional identity construction. European Journal of Teacher Education, 44(2), 180-199. https://doi.org/10.1080/02619768.2020.1758662
Weinstein, R. S., Brandt, B., Gilbert, J., y Schmitt, M. H. (2013). CAB III Abstracts. Journal of Interprofessional Care, 27(S-1), 6-218. https://doi.org/10.3109/13561820.2013.761518
Araya-Castillo, L., y Rivera-Arroyo, J. (2021). ¿Cómo las instituciones de educación superior deben enfrentar los nuevos desafíos del entorno? Revista de Ciencias Sociales (Ve), XXVII(1), 26-32. https://doi.org/10.31876/rcs.v27i1.35293
Bartell, M. (2003). Internationalization of universities: A university culture-based framework. Higher Education, 45(1), 43-70. https://doi.org/10.1023/A:1021225514599
Bringle, R. G., y Clayton, P. H. (2012). Civic Education through Service Learning: What, how, and why? In L. McIlrath, A. Lyons y R. Munck (Eds.), Higher Education and Civic Engagement (pp. 101-124). Palgrave Macmillan. https://doi.org/10.1057/9781137074829_7
Byram, M., y Wagner, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, 51(1), 140-151. https://doi.org/10.1111/flan.12319
Cano, M. C., y Ordoñez, E. J. (2021). Formación del profesorado en Latinoamérica. Revista de Ciencias Sociales (Ve), XXVII(2), 284-295. https://doi.org/10.31876/rcs.v27i2.35915
Carvajal, N. E., Hurtado, F. Á., Lara, M. Y., Ramírez, M., Barón, H. A., Ayala, D. A., y Coy, C. M. (2022). Entretejidxs: Decolonial threads to the self, the communities, and EFL teacher education programs in Colombia. Íkala, Revista de Lenguaje y Cultura, 27(3), 596-626. https://doi.org/10.17533/udea.ikala.v27n3a02
Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., y Lee, C. W. Y. (2017). 21st Century Skills Development Through Inquiry-Based Learning: From theory to practice. Springer. https://doi.org/10.1007/978-981-10-2481-8
Collado-Ruano, J., Madroñero-Morillo, M., y Álvarez-González, F. (2019). Training transdisciplinary educators: Intercultural learning and regenerative practices in Ecuador. Studies in Philosophy and Education, 38(2), 177-194. https://doi.org/10.1007/s11217-019-09652-5
Corbett, J., y Guilherme, M. (2021). Critical pedagogy and quality education (UNESCO SDG-4): The legacy of Paulo Freire for language and intercultural communication. Language and Intercultural Communication, 21(4), 447-454. https://doi.org/10.1080/14708477.2021.1962900
Corica, A., y Otero, A. (2020). Examining complexities in the education-work relationship in youth transitions in Argentina. Journal of Applied Youth Studies, 3(4–5), 311-329. https://doi.org/10.1007/s43151-020-00022-4
Díaz, A. (2018). Challenging dominant epistemologies in higher education: The role of language in the geopolitics of knowledge (re)production. In I. Liyanage (Eds.), Multilingual Education Yearbook 2018 (pp. 21–36). Springer, Cham. https://doi.org/10.1007/978-3-319-77655-2_2
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70-120. https://doi.org/10.3102/0034654312474350
Fernández-Larragueta, S., Martínez-Martínez, M. J., y Muñoz-López, J. (2023). Training university teachers in an urban context to educate future teachers in rural Mayan environments: An international cooperation project. Frontiers in Education, 8, 1231533. https://doi.org/10.3389/feduc.2023.1231533
González-Pérez, L. I., y Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st Century Skills Frameworks: Systematic review. Sustainability, 14(3), 1493. https://doi.org/10.3390/su14031493
Guim, P., y Marreno, Y. (2022). Desarrollo de competencias en prácticas pre-profesionales y la inserción laboral de egresados universitarios en Ecuador. Revista de Ciencias Sociales (Ve), XXVIII(E-6), 212-227. https://doi.org/10.31876/rcs.v28i.38833
Hart, A., Lantz, C., y Montague, J. (2017). Identity, power, and discomfort. In A. Shahriar y G. Syed (Eds.), Student Culture and Identity in Higher Education (pp. 38-58). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-5225-2551-6.ch003
Iranzo-García, P., Camarero-Figuerola, M., Tierno-García, J.-M., y Barrios-Arós., C. (2020). Leadership and professional identity in school teacher training in Spain (Catalonia). Journal of Education for Teaching, 46(3), 309-323. https://doi.org/10.1080/02607476.2020.1750935
Kromydas, T. (2017). Rethinking higher education and its relationship with social inequalities: Past knowledge, present state and future potential. Palgrave Communications, 3, 1. https://doi.org/10.1057/s41599-017-0001-8
Lafont, J., Torres, F., y Ensuncho, A. (2021). Desafíos de las universidades ante la tendencia mundial de la Industria 4.0. Revista de Ciencias Sociales (Ve), XXVII(E-4), 306-318. https://doi.org/10.31876/rcs.v27i.37009
Leránoz-Iglesias, M. M., Fernández-Morante, C., Cebreiro-López, B., y Abeal-Pereira, C. (2023). Study on the collaboration between university and educational centers mentors in the development of the in-school education placements in official university degrees qualifying for the teaching profession: The case of the University of Santiago de Compostela. Education Sciences, 13(2), 104. https://doi.org/10.3390/educsci13020104
Liu, K., y Ball, A. F. (2019). Critical reflection and generativity: Toward a framework of transformative teacher education for diverse learners. Review of Research in Education, 43(1), 68-105. https://doi.org/10.3102/0091732X18822806
Maio, R., Guichard, S., y Cadima, J. (2022). In what conditions are intercultural practices implemented in disadvantaged and diverse settings in Portugal? Associations with professional and organization-related variables. Social Psychology of Education, 25(2–3), 509-534. https://doi.org/10.1007/s11218-022-09687-6
Markauskaite, L., y Goodyear, P. (2017). Epistemic fluency and professional education: Innovation, Knowledgeable Action and Actionable Knowledge. Springer. https://doi.org/10.1007/978-94-007-4369-4
Marshall, S. J. (2018). Shaping the University of the Future: Using technology to catalyse change in university learning and teaching. Springer. https://doi.org/10.1007/978-981-10-7620-6
Meyer, O., Imhof, M., Coyle, D., y Banerjee, M. (2018). Positive Learning and Pluriliteracies. In O. Zlatkin-Troitschanskaia, G. Wittum y A. Dengel (Eds.), Positive Learning in the Age of Information (pp. 235-265). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-19567-0_15
Nguyen, H. T., Tran, V.-T., Nguyen, S. T., y Trinh, T. V. (2023). A literature review on the management of preschool teacher’s professional competence development in the 4.0 Industrial Revolution. Journal of Law and Sustainable Development, 11(9), e1060. https://doi.org/10.55908/sdgs.v11i9.1060
Pedrero-García, E., Moreno-Fernández, O., y Moreno-Crespo, P. (2017). Educación para la diversidad cultural y la interculturalidad en el contexto escolar español. Revista de Ciencias Sociales (Ve), XXIII(2), 11-26. https://produccioncientificaluz.org/index.php/rcs/article/view/24949
Pierrakos, O., y Kenny, M. (2025). A student-centered, theory-informed, integrated model to academic and career advising to educate the whole engineer: Transforming Engineering education and broadening participation in engineering is possible! 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD) Proceedings, 38. https://doi.org/10.18260/1-2--54066
Pirela, J., Pérez, L. E., y Pardo, L. E. (2022). Tendencias y retos de la formación docente en Iberoamérica. Revista de Ciencias Sociales (Ve), XXVIII(4), 315-334. https://doi.org/10.31876/rcs.v28i4.39133
Sánchez, F., Tellez, A., Martínez, J. E., y Antón, F. (2021). Development of the pre-professional identity of vocational students during their training through a program based on OER-Enabled pedagogy and an online community of practice. Sustainability, 14(1), 356. https://doi.org/10.3390/su14010356
Valiandes, S., Neophytou, L., y Hajisoteriou, C. (2018). Establishing a framework for blending intercultural education with differentiated instruction. Intercultural Education, 29(3), 379-398. https://doi.org/10.1080/14675986.2018.1441706
Wang, P. (2021). Too many constraints: five first-year EFL teachers’ professional identity construction. European Journal of Teacher Education, 44(2), 180-199. https://doi.org/10.1080/02619768.2020.1758662
Weinstein, R. S., Brandt, B., Gilbert, J., y Schmitt, M. H. (2013). CAB III Abstracts. Journal of Interprofessional Care, 27(S-1), 6-218. https://doi.org/10.3109/13561820.2013.761518
Published
2025-10-09
How to Cite
Ordóñez Gutiérrez, R. B., & Pérez Almaguer, R. (2025). Estrategia pedagógica para el desarrollo de prácticas preprofesionales con enfoque intercultural en la formación docente. Revista De Ciencias Sociales, 31, 411-421. https://doi.org/10.31876/rcs.v31i.44573
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