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espanolEste articulo muestra resultados de la investigacion "practicas pedagogicas en contextos de interaccion juvenil rural, de la Region Metropolitana de Chile: un analisis desde la educacion intercultural" desarrollada en el Doctorado en Ciencias de la Educacion mencion Educacion Intercultural de la Universidad de Santiago de Chile, durante el periodo 2012-2015. Dentro de las finalidades del estudio se encuentran identificar fundamentos teorico y practicos de la educacion intercultural que estan presentes en las practicas pedagogicas de docentes que se desempenan en contextos de interaccion juvenil rural dentro de establecimientos de educacion media. Para lo anterior, se realizo una investigacion etnometodologica, cuyo enfoque teorico metodologico fue el hermeneutico-interpretativo, empleando entrevistas a profundidad a 14 docentes de seis liceos municipalizados ubicados en seis comunas rurales de la Region Metropolitana de Chile. Los resultados muestran de manera integrada la presencia de nociones y principios del enfoque intercultural, tanto en la caracterizacion sobre la propia practica pedagogica como en las representaciones docentes sobre lo juvenil, la diversidad, la cultura, la ruralidad, la educacion rural y la interculturalidad. Las conclusiones de esta investigacion, permiten considerar que una aproximacion a la juventud en contextos rurales desde el enfoque intercultural, permite generar condiciones para el reconocimiento, valoracion e incorporacion de su cultura a nivel educativo. EnglishThis paper presents results of the research "Teaching practices in the context of rural youth interaction, of the Metropolitan Region of Chile: An analysis within the intercultural education" developed in the Doctorate of Science Education and a major of Intercultural Education of the University of Santiago, Chile during the period 2012-2015. Among the objectives of the study is to identify theoretical and practical foundations of intercultural education that are present in pedagogical practices of teachers working in rural areas and in youth interaction contexts within secondary education establishments. For this reason, an ethno-methodology research was conducted, with a theoretical approach, using in depth hermeneutic-interpretive interviews with 14 teachers in six municipal high schools located in six rural districts of the metropolitan region of Chile. As a result, it shows in an integrated manner the presence of principles and notions of intercultural approach, both in the characterization of teaching practice and teaching about youth, diversity, culture, rural life, rural education and interculturality. The findings of this research, support the view that an approach to youth in rural settings from the intercultural approach, can create conditions for the recognition, measurement and incorporation of culture to education.

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NOCIONES Y PRINCIPIOS DE LA EDUCACIÓN INTERCULTURAL PRESENTES EN PRÁCTICAS PEDAGÓGICAS REALIZADAS EN CONTEXTO DE INTERACCIÓN JUVENIL RURAL DE LA REGIÓN METROPOLITANA (CHILE)