Magendzo (2000: 173) argues that the historical socialization transmitted the culture of culturally dominant groups of society. This approach goes back to the traditional belief that the world is dominated by the strongest. However, when dealing with education, this situation leads to many consequences in creating the institutional curriculum, and thus, on educational outcomes, understood not only as cognitive outcomes, but also values \u200b\u200band symbols aspects of society. That is, educational outcomes are largely products of the school subculture where educational event occurs. Therefore, it is expected that students socialized to develop and respond socially in relation to the customs, beliefs, goals, values, emotions and attitudes based on cultural patterns of the school. This approach in the educational process is not bad. The point is not considered the potential and cultural heritage that the student may result in the environment in which it was born.
respect and develop socially in diversity should be a primary goal of the school. Only then possible to train individuals to a society that seeks social equality, as in our country. However, experience shows that many teachers are more focused on matters that have to teach more social content to permeate what they teach. This analysis also leads to the fact that many teachers do not question the institutional curriculum and instead opt for the full follow-up, which, in turn, implies that there is lack of participation at the institutional level. Give social meaning to the curriculum is an essential factor for non-discrimination in school. Magendzo (2000: 187) argues that "The curriculum, consciously or unconsciously, has contributed to discrimination. " This is not supposed to have heard all the main actors: teachers and students. In this regard, the organization becomes very important educational community level, through the creation of centers for students and teachers associations and unions, institutions that society are called upon to play a role in social inclusion.
However, from the point of view of pedagogical praxis, which delivers constructive models that help students learn from experience, it should begin to link aspects of the theory, reflective, meaningful learning with school community and society (Vera, 2005, October). This approach, of course, look deeply social care that includes both teachers and students. Vera (2005, October) also suggests that education "requires professionals with special skills to work, often with a wide range of learners, and special capabilities to accommodate different learning environments and to understand that education is a phenomenon social, which imposes new challenges every day teachers. "
Hevia (2003: 293), within the framework of globalization, argues that "on the basis of this phenomenon is not recognizing the legitimacy of the other as full human beings with the same rights as everyone else. " In other words, there is full agreement among authors on the fact that it is necessary to integrate aspects of social and cultural diversity in the educational event. However, the bottleneck seems to be the curriculum supported by the Institutional Project, which did not consider these important factors such as aids for learning meaningful and relevant within the context of quality and equity in education. References
Hevia, R. (2003). Education in Chile today. Ediciones Universidad Diego Portales. Santiago, Chile.
Magendzo, A. (2000). Diversity and discrimination: A challenge for modern education. Educational Thought. Vol 26, pp. 173-2000. Santiago: Ministry of Education.
Vera, F. (2005, October). Professional Development for EFL Teachers: How to be competitive in today's world. Paper presented at the Second National Conference of TESOL Chile, Concepción, Chile.
Author: Ferando Vera. English teacher. Master of Educational Research and Master of Science in Education with a major in Educational Administration and Management (c).
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