{"id":155,"date":"2022-04-29T07:17:43","date_gmt":"2022-04-29T10:17:43","guid":{"rendered":"https:\/\/www.uoh.cl\/instituto-de-ciencias-de-la-educacion\/?page_id=155"},"modified":"2023-01-10T16:49:34","modified_gmt":"2023-01-10T19:49:34","slug":"proyectos","status":"publish","type":"page","link":"https:\/\/www.uoh.cl\/instituto-de-ciencias-de-la-educacion\/proyectos\/","title":{"rendered":"Proyectos"},"content":{"rendered":"<div class=\"wpb-content-wrapper\"><p>[vc_section el_class=&#8221;container mx-auto align-items-center circle&#8211;pattern&#8221; css=&#8221;.vc_custom_1648956589196{padding-top: 3rem !important;}&#8221;][vc_row][vc_column][vc_wp_custommenu nav_menu=&#8221;8&#8243;]<div class=\"breadcrumb\"><ol itemscope itemtype=\"https:\/\/schema.org\/BreadcrumbList\"><li itemprop=\"itemListElement\" itemscope itemtype=\"https:\/\/schema.org\/ListItem\"><a itemprop=\"item\" href=\"http:\/\/www.uoh.cl\"><span itemprop=\"name\">Inicio<\/span><\/a><meta itemprop=\"position\" content=\"1\" \/><li itemprop=\"itemListElement\" itemscope itemtype=\"https:\/\/schema.org\/ListItem\"><a itemprop=\"item\" href=\"https:\/\/www.uoh.cl\/instituto-de-ciencias-de-la-educacion\"><span itemprop=\"name\">Instituto de Ciencias de la Educaci\u00f3n<\/span><\/a><meta itemprop=\"position\" content=\"2\" \/><li itemprop=\"itemListElement\" itemscope itemtype=\"https:\/\/schema.org\/ListItem\"><span itemprop=\"name\">Proyectos <\/span><meta itemprop=\"position\" content=\"3\" \/><\/ol><\/div><div class=\"uoh_title_component-container\"><h1 class=\"title title--ms d-inline-block title--decorator  big\">Proyectos<\/h1><\/div><div class=\"row filter__row m-0 horizontal\"> <form class=\"filter__form p-0 row m-0\" action=\"https:\/\/www.uoh.cl\/instituto-de-ciencias-de-la-educacion\/wp-admin\/admin-ajax.php\" method=\"post\" id=\"filter\"><div class=\"col-12 col-md-6 filter__container-input p-0\"><div class=\"filter__icon-search\"><svg enable-background=\"new 0 0 32 32\" id=\"Editable-line\" version=\"1.1\" viewBox=\"0 0 32 32\" xml:space=\"preserve\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\"><circle cx=\"14\" cy=\"14\" fill=\"none\" id=\"XMLID_42_\" r=\"9\" stroke=\"#000000\" stroke-linecap=\"round\" stroke-linejoin=\"round\" stroke-miterlimit=\"10\" stroke-width=\"2\"><\/circle><line fill=\"none\" id=\"XMLID_44_\" stroke=\"#000000\" stroke-linecap=\"round\" stroke-linejoin=\"round\" stroke-miterlimit=\"10\" stroke-width=\"2\" x1=\"27\" x2=\"20.366\" y1=\"27\" y2=\"20.366\"><\/line><\/svg><\/div><input type=\"text\" class=\"filter__input\" placeholder=\"Buscar Proyectos\" name=\"filter__form-text\" autocomplete=\"off\"\/><\/div><div class=\"col-12 col-md-6 row m-0 justify-content-end p-0\"><input type=\"hidden\" name=\"action\" value=\"uoh_filter\" \/><input type=\"hidden\" name=\"posttype\" value=\"projects\" \/><div class=\"loading\"><svg version=\"1.1\" id=\"L5\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" x=\"0px\" y=\"0px\" viewBox=\"0 0 100 100\" enable-background=\"new 0 0 0 0\" xml:space=\"preserve\">\n                  <circle fill=\"#42a0f8\" stroke=\"none\" cx=\"6\" cy=\"50\" r=\"6\">\n                    <animateTransform attributeName=\"transform\" dur=\"1s\" type=\"translate\" values=\"0 15 ; 0 -15; 0 15\" repeatCount=\"indefinite\" begin=\"0.1\"><\/animateTransform>\n                  <\/circle>\n                  <circle fill=\"#42a0f8\" stroke=\"none\" cx=\"30\" cy=\"50\" r=\"6\">\n                    <animateTransform attributeName=\"transform\" dur=\"1s\" type=\"translate\" values=\"0 10 ; 0 -10; 0 10\" repeatCount=\"indefinite\" begin=\"0.2\"><\/animateTransform>\n                  <\/circle>\n                  <circle fill=\"#42a0f8\" stroke=\"none\" cx=\"54\" cy=\"50\" r=\"6\">\n                    <animateTransform attributeName=\"transform\" dur=\"1s\" type=\"translate\" values=\"0 5 ; 0 -5; 0 5\" repeatCount=\"indefinite\" begin=\"0.3\"><\/animateTransform>\n                  <\/circle>\n                <\/svg><\/div><button type=\"submit\" class=\"button__arrow\"> <svg version=\"1.1\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" x=\"0px\" y=\"0px\" width=\"22px\"height=\"22px\" viewBox=\"0 0 22 22\" style=\"overflow:visible;enable-background:new 0 0 80 64.6;\" xml:space=\"preserve\"><g clip-path=\"url(#acA)\"><path fill-rule=\"evenodd\" d=\"M21.913 11.266a.93.93 0 000-.711c-.022-.056-.063-.097-.091-.144s-.053-.103-.097-.15L12.306.294c-.357-.379-.955-.394-1.334-.038s-.394.955-.038 1.334l7.917 8.374H.927a.95.95 0 00-.908.983.946.946 0 00.908.908h17.924l-8.089 8.552c-.357.379-.341.977.034 1.334s.977.341 1.334-.034l9.594-10.148c.044-.044.063-.1.097-.15.028-.047.069-.088.091-.141z\"\/><\/g><defs><clipPath id=\"acA\"><path fill=\"#fff\" d=\"M0 0h22v22H0z\"\/><\/clipPath><\/defs><\/svg><\/button><\/div><\/form><\/div>[\/vc_column][\/vc_row][\/vc_section][vc_section css=&#8221;.vc_custom_1650785168913{background-color: #f6faff !important;}&#8221; el_class=&#8221;p-md-0&#8243;][vc_row el_class=&#8221;container mx-auto p-md-0&#8243;][vc_column width=&#8221;1\/4&#8243;]<div class=\"row filter__row margin-box-vertical box-vertical\"> <form  p-0 row m-0\" action=\"https:\/\/www.uoh.cl\/instituto-de-ciencias-de-la-educacion\/wp-admin\/admin-ajax.php\" method=\"post\" id=\"filter__vertical\"><div class=\"select__for-authors\">\n                                <span> Ordenar Resultados<\/span>\n\n                                <div class=\"select__for-authors-input\">\n                                    <select name=\"order\" id=\"order\" class=\"select__author mb-4\">\n                                        <option value=\"desc\">M\u00e1s Nuevos<\/option>\n                                        <option value=\"asc\">M\u00e1s Antiguos<\/option>\n                                    <\/select>\n                                <\/div>\n                            <\/div><div class=\"select__for-authors mb-2\"><span> Filtrar por autor<\/span><input type=\"text\" id=\"autocomplete__authors\" name=\"author\" placeholder=\"Buscar autor\" autocomplete=\"off\"><div class=\"loading loading-author\"><svg version=\"1.1\" id=\"L5\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" x=\"0px\" y=\"0px\" viewBox=\"0 0 100 100\" enable-background=\"new 0 0 0 0\" xml:space=\"preserve\">\n                  <circle fill=\"#42a0f8\" stroke=\"none\" cx=\"6\" cy=\"50\" r=\"6\">\n                    <animateTransform attributeName=\"transform\" dur=\"1s\" type=\"translate\" values=\"0 15 ; 0 -15; 0 15\" repeatCount=\"indefinite\" begin=\"0.1\"><\/animateTransform>\n                  <\/circle>\n                  <circle fill=\"#42a0f8\" stroke=\"none\" cx=\"30\" cy=\"50\" r=\"6\">\n                    <animateTransform attributeName=\"transform\" dur=\"1s\" type=\"translate\" values=\"0 10 ; 0 -10; 0 10\" repeatCount=\"indefinite\" begin=\"0.2\"><\/animateTransform>\n                  <\/circle>\n                  <circle fill=\"#42a0f8\" stroke=\"none\" cx=\"54\" cy=\"50\" r=\"6\">\n                    <animateTransform attributeName=\"transform\" dur=\"1s\" type=\"translate\" values=\"0 5 ; 0 -5; 0 5\" repeatCount=\"indefinite\" begin=\"0.3\"><\/animateTransform>\n                  <\/circle>\n                <\/svg><\/div><div id=\"user__option\">\n                        <li class=\"academic-list pe-4 py-2 inline\"><a target=\"__blank\" href=\"\"><img decoding=\"async\" width=\"150\" height=\"150\" src=\"\" class=\"attachment-thumbnail size-thumbnail wp-post-image\" alt=\"\" ><\/a><h5 class=\"name-user-option\"><em class=\"d-block font-style-normal name-user-option-em\"> <\/em><\/h5><\/li>\n                        <div class=\"btn-close\"><\/div>\n                        <\/div><div id=\"someElem\"><\/div><\/div><div class=\"tax_select mt-4\">\n                    <span class=\"col-12 p-0  d-block\"> Filtrar por Categor\u00eda<\/span><div class=\"select__for-authors-input\"><select name=\"tax\" class=\"select__author mb-4\"><option value=\"-1\" class=\"filter__option-title\">Seleccionar <\/option><\/select><\/div><\/div><div class=\"tags-cloud mt-2 d-block mb-4\">\n                    <span class=\"col-12 p-0 mb-3 d-block\"> Filtrar por tema de int\u00e9res<\/span><\/div><\/div><input type=\"hidden\" name=\"action\" value=\"uoh_filter\" \/><input type=\"hidden\" name=\"posttype\" value=\"projects\" \/>[\/vc_column][vc_column width=&#8221;3\/4&#8243;]<link rel=\"stylesheet\" id=\"font-awesome-css\" href=\"https:\/\/cdnjs.cloudflare.com\/ajax\/libs\/font-awesome\/6.5.1\/css\/all.min.css\" type=\"text\/css\" media=\"all\"><div class=\"row m-0 p-0\"><div class=\"col-12 col-md-9 pt-5 pt-md-0 px-md-0 \"><\/div><\/div><div class=\"content-holder row m-0 p-0 aling-items-center pt-5 pb-5 \"><div class=\"row  large--swipper-content p-0 \"><div class=\"\"><div class=\"  circle--pattern-bottom-large col-sm-12 col-md-12 img-article\"><div class=\"holder-publish col-md-12\" style=\"border-bottom: 1px solid #EFB956\"><div class=\"content-holder h-100 component-border overflow-hidden row m-0 p-4 aling-items-center\"><ul class=\"p-0 list-style-none\"><li class=\"p-0 ms-1\"><i class=\"fa fa-regular fa-calendar fa-fw ms-1\"><\/i>Abril 2026<\/li><\/ul><div class=\"caption col-12 p-0 col-md-12 row m-0 align-items-center\"><div class=\"px-md-1\"><small class=\"badge rounded-pill fw-semibold\" style=\"background-color:#EFB956 !important; color:#FFF\">Adjudicado<\/small><small class=\"ms-2 badge rounded-pill fw-semibold\" style=\"background-color:#F0F1F3 !important; color:#797979\"><i class=\"fa fa-solid fa-lg fa-money-check-dollar fa-fw me-1\"><\/i>Agencia Nacional de Investigaci\u00f3n y Desarrollo - ANID<\/small>\n                            <div class=\"accordion accordion-flush\" id=\"10087\">\n                                <div class=\"accordion-item\">\n                                    <h3 class=\"my-0 small-space pt-2 title-ss text-decoration-none accordion-header\">\n                                        <a role=\"button\" class=\"bg-transparent p-0\" href=\"\">\n                                            <i class=\"fas fa-solid fa-link fa-fw me-2\"><\/i>\n                                            Language and interculturality: An examination of mediated practices in the conceptualization and implementation of interculturality in the Spanish, Ancestral Languages, and English as a foreign language school subjects\n                                        <\/a><\/h3>\n                                    <div id=\"collapse-10087\" class=\"accordion-collapse collapse\" data-bs-parent=\"#10087\">\n                                        <div class=\"accordion-body p-0 pt-4 pb-4\">\n                                            [vc_section el_class=\"container mx-auto align-items-center circle--pattern\" css=\".vc_custom_1648956589196{padding-top: 3rem !important;}\"][vc_row el_class=\"pb-5\"][vc_column][vc_wp_custommenu nav_menu=\"6\"][uoh_breadcrumb_component automatic_breadcrumb=\"true\"][uoh_title_component title_dropdown=\"big\" title_decorator=\"true\"]{{title}}[\/uoh_title_component][vc_column_text css=\"\"]The rapid increase in immigration and the presence of different Indigenous peoples in the country have resulted in culturally diverse classrooms in Chile. Cultural differences are significant for communication (Otten & Geppert, 2009) and teaching processes (Liddicoat & Scarino, 2013). Hence, intercultural interactions correspond to embodied culture discourses (Carbaugh, 2017; Shi-xu, 2023), which entail the communication practices that take place at institutional levels (i.e., top-down) and language classrooms (i.e., bottom-up). However, some tensions have been identified in these processes, particularly because they seem to maintain cultural and linguistic hierarchies that do not necessarily promote the social mobility or acceptance of minoritized groups (Flores & Rosa, 2015; Unamuno, 2016; Zavala, 2017). Against this backdrop, discursive practices are at the core of how these raciolinguistic hierarchies are maintained, negotiated, and\/or challenged by educational communities. Consequently, the main objective of this research proposal is to examine how language and interculturality are discursively conceptualized and implemented in culturally diverse Chilean schools, specifically within three language subjects: Spanish, Ancestral Languages, and English as a Foreign Language. This objective is articulated through the following research question: How are language and interculturality discursively conceptualized and implemented in culturally diverse Chilean schools across the subjects of Spanish, Ancestral Languages, and English as a Foreign Language? To address this question, the project outlines four specific objectives (SOs): SO1) To examine how interculturality is discursively constructed in educational policies and the national curriculum on language subjects (i.e., Spanish, Ancestral Languages, and English as a Foreign Language); SO2) To assess how language teachers understand and implement intercultural practices in Chile, highlighting areas of convergence and divergence; SO3) To analyze how school communities discursively construct interculturality on their schoolscapes; and SO4) To analyze how language teachers\u0092 actions and decisions address interculturality in the language classroom.\r\nThe proposed research is a mixed-methods study (Creswell & Plano, 2018). First, we will analyze a corpus of institutional pedagogical discourses to examine how interculturality is discursively constructed in educational policies and the national curriculum (SO1). To this end, the data will be examined from a Corpus-Assisted Approach to Discourse Studies (CADS) (Partington et al., 2013) following the guidelines proposed by Jaworska and Kinloch (2018, p. 116) for a thorough and systematic examination of multiple datasets in CADS. The first quantitative stage considers the analysis of frequency, concordance lines, collocations, and keywords. The second qualitative stage is informed by Bacchi's (2012) model, What's the Problem Represented to be? (or WPR) and the Discourse-Historical Approach (Reisigl, 2017; Reisigl & Wodak, 2016). Second, we will conduct a questionnaire to identify how language teachers understand interculturality and intercultural practices in their classrooms (SO2). The sampling considers a disproportionate stratification to enable similar sample sizes for Spanish and EFL teachers, and Traditional Educators, ensuring the representation of Traditional Educators, who are the smallest population (CEM Mineduc, 2024). Third, we will analyze how school communities discursively construct interculturality on their school grounds (SO3) through the examination of schoolscapes (Gorter & Cenoz, 2015). To this end, three schools across three regions will be selected (i.e., Tarapac\u00e1, Metropolitan, and Araucan\u00eda) to ensure geographic representativeness. The data will be analyzed in light of Ledin and Machin\u0092s multimodality framework (2017, 2018, 2019) as it incorporates the materiality of the semiotic signs, the ideologies and beliefs behind the creation of multimodal texts, and the recontextualization of social actors and practices (van Leeuwen, 2008). Finally, we analyze the actions and decisions language teachers take to address interculturality in the language classroom (SO4) through classroom observation (minimum 48 pedagogical hours in total; four hours per language subject) in the same schools. These observations will be analyzed using the synopsis technique (Dolz et al., 2018; Schneuwly & Dolz, 2009), which allows us to both hierarchize central pedagogical sequences and examine teachers' actions and students' reactions in detail. In turn, it enables data reduction and serves as heuristic support for analysis.\r\nExpected results seek to enlighten how educators co-create language and interculturality in culturally diverse schools. It examines how these social actors recontextualize and mediate top-down policies to their daily realities, thus illuminating the negotiation and resemiotization of hegemonic understandings of interculturality in line with the needs of their own communities (bottom-up practices).[\/vc_column_text][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649209804184{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5\"][vc_row el_class=\"container mx-auto align-items-center p-md-0 pt-5\"][vc_column el_class=\"p-0\"][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649210787516{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5 pb-md-5\"][vc_row el_class=\"container mx-auto align-items-center\"][vc_column][\/vc_column][\/vc_row][\/vc_section]\n                                        <\/div>\n                                    <\/div>\n                                <\/div>\n                            <\/div><div class=\"mt-3\"><i class=\"fas fa-solid fa-user-tag fa-fw me-2\"><\/i><small class=\"text-muted\">Investigador\/a Responsable<\/small><\/div><span class=\"caption-field-publish\"><\/span><\/div><\/div><\/div><\/div><\/div><div class=\"  circle--pattern-bottom-large col-sm-12 col-md-12 img-article\"><div class=\"holder-publish col-md-12\" style=\"border-bottom: 1px solid #EFB956\"><div class=\"content-holder h-100 component-border overflow-hidden row m-0 p-4 aling-items-center\"><ul class=\"p-0 list-style-none\"><li class=\"p-0 ms-1\"><i class=\"fa fa-regular fa-calendar fa-fw ms-1\"><\/i>Abril 2026<\/li><\/ul><div class=\"caption col-12 p-0 col-md-12 row m-0 align-items-center\"><div class=\"px-md-1\"><small class=\"badge rounded-pill fw-semibold\" style=\"background-color:#EFB956 !important; color:#FFF\">Adjudicado<\/small><small class=\"ms-2 badge rounded-pill fw-semibold\" style=\"background-color:#F0F1F3 !important; color:#797979\"><i class=\"fa fa-solid fa-lg fa-money-check-dollar fa-fw me-1\"><\/i>Agencia Nacional de Investigaci\u00f3n y Desarrollo - ANID<\/small>\n                            <div class=\"accordion accordion-flush\" id=\"10088\">\n                                <div class=\"accordion-item\">\n                                    <h3 class=\"my-0 small-space pt-2 title-ss text-decoration-none accordion-header\">\n                                        <a role=\"button\" class=\"bg-transparent p-0\" href=\"\">\n                                            <i class=\"fas fa-solid fa-link fa-fw me-2\"><\/i>\n                                            Language and interculturality: An examination of mediated practices in the conceptualization and implementation of interculturality in the Spanish, Ancestral Languages, and English as a foreign language school subjects\n                                        <\/a><\/h3>\n                                    <div id=\"collapse-10088\" class=\"accordion-collapse collapse\" data-bs-parent=\"#10088\">\n                                        <div class=\"accordion-body p-0 pt-4 pb-4\">\n                                            [vc_section el_class=\"container mx-auto align-items-center circle--pattern\" css=\".vc_custom_1648956589196{padding-top: 3rem !important;}\"][vc_row el_class=\"pb-5\"][vc_column][vc_wp_custommenu nav_menu=\"6\"][uoh_breadcrumb_component automatic_breadcrumb=\"true\"][uoh_title_component title_dropdown=\"big\" title_decorator=\"true\"]{{title}}[\/uoh_title_component][vc_column_text css=\"\"]The rapid increase in immigration and the presence of different Indigenous peoples in the country have resulted in culturally diverse classrooms in Chile. Cultural differences are significant for communication (Otten & Geppert, 2009) and teaching processes (Liddicoat & Scarino, 2013). Hence, intercultural interactions correspond to embodied culture discourses (Carbaugh, 2017; Shi-xu, 2023), which entail the communication practices that take place at institutional levels (i.e., top-down) and language classrooms (i.e., bottom-up). However, some tensions have been identified in these processes, particularly because they seem to maintain cultural and linguistic hierarchies that do not necessarily promote the social mobility or acceptance of minoritized groups (Flores & Rosa, 2015; Unamuno, 2016; Zavala, 2017). Against this backdrop, discursive practices are at the core of how these raciolinguistic hierarchies are maintained, negotiated, and\/or challenged by educational communities. Consequently, the main objective of this research proposal is to examine how language and interculturality are discursively conceptualized and implemented in culturally diverse Chilean schools, specifically within three language subjects: Spanish, Ancestral Languages, and English as a Foreign Language. This objective is articulated through the following research question: How are language and interculturality discursively conceptualized and implemented in culturally diverse Chilean schools across the subjects of Spanish, Ancestral Languages, and English as a Foreign Language? To address this question, the project outlines four specific objectives (SOs): SO1) To examine how interculturality is discursively constructed in educational policies and the national curriculum on language subjects (i.e., Spanish, Ancestral Languages, and English as a Foreign Language); SO2) To assess how language teachers understand and implement intercultural practices in Chile, highlighting areas of convergence and divergence; SO3) To analyze how school communities discursively construct interculturality on their schoolscapes; and SO4) To analyze how language teachers\u0092 actions and decisions address interculturality in the language classroom.\r\nThe proposed research is a mixed-methods study (Creswell & Plano, 2018). First, we will analyze a corpus of institutional pedagogical discourses to examine how interculturality is discursively constructed in educational policies and the national curriculum (SO1). To this end, the data will be examined from a Corpus-Assisted Approach to Discourse Studies (CADS) (Partington et al., 2013) following the guidelines proposed by Jaworska and Kinloch (2018, p. 116) for a thorough and systematic examination of multiple datasets in CADS. The first quantitative stage considers the analysis of frequency, concordance lines, collocations, and keywords. The second qualitative stage is informed by Bacchi's (2012) model, What's the Problem Represented to be? (or WPR) and the Discourse-Historical Approach (Reisigl, 2017; Reisigl & Wodak, 2016). Second, we will conduct a questionnaire to identify how language teachers understand interculturality and intercultural practices in their classrooms (SO2). The sampling considers a disproportionate stratification to enable similar sample sizes for Spanish and EFL teachers, and Traditional Educators, ensuring the representation of Traditional Educators, who are the smallest population (CEM Mineduc, 2024). Third, we will analyze how school communities discursively construct interculturality on their school grounds (SO3) through the examination of schoolscapes (Gorter & Cenoz, 2015). To this end, three schools across three regions will be selected (i.e., Tarapac\u00e1, Metropolitan, and Araucan\u00eda) to ensure geographic representativeness. The data will be analyzed in light of Ledin and Machin\u0092s multimodality framework (2017, 2018, 2019) as it incorporates the materiality of the semiotic signs, the ideologies and beliefs behind the creation of multimodal texts, and the recontextualization of social actors and practices (van Leeuwen, 2008). Finally, we analyze the actions and decisions language teachers take to address interculturality in the language classroom (SO4) through classroom observation (minimum 48 pedagogical hours in total; four hours per language subject) in the same schools. These observations will be analyzed using the synopsis technique (Dolz et al., 2018; Schneuwly & Dolz, 2009), which allows us to both hierarchize central pedagogical sequences and examine teachers' actions and students' reactions in detail. In turn, it enables data reduction and serves as heuristic support for analysis.\r\nExpected results seek to enlighten how educators co-create language and interculturality in culturally diverse schools. It examines how these social actors recontextualize and mediate top-down policies to their daily realities, thus illuminating the negotiation and resemiotization of hegemonic understandings of interculturality in line with the needs of their own communities (bottom-up practices).[\/vc_column_text][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649209804184{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5\"][vc_row el_class=\"container mx-auto align-items-center p-md-0 pt-5\"][vc_column el_class=\"p-0\"][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649210787516{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5 pb-md-5\"][vc_row el_class=\"container mx-auto align-items-center\"][vc_column][\/vc_column][\/vc_row][\/vc_section]\n                                        <\/div>\n                                    <\/div>\n                                <\/div>\n                            <\/div><div class=\"mt-3\"><i class=\"fas fa-solid fa-user-tag fa-fw me-2\"><\/i><small class=\"text-muted\">Investigador\/a Responsable<\/small><\/div><span class=\"caption-field-publish\"><\/span><\/div><\/div><\/div><\/div><\/div><div class=\"  circle--pattern-bottom-large col-sm-12 col-md-12 img-article\"><div class=\"holder-publish col-md-12\" style=\"border-bottom: 1px solid #EFB956\"><div class=\"content-holder h-100 component-border overflow-hidden row m-0 p-4 aling-items-center\"><ul class=\"p-0 list-style-none\"><li class=\"p-0 ms-1\"><i class=\"fa fa-regular fa-calendar fa-fw ms-1\"><\/i>Abril 2026<\/li><\/ul><div class=\"caption col-12 p-0 col-md-12 row m-0 align-items-center\"><div class=\"px-md-1\"><small class=\"badge rounded-pill fw-semibold\" style=\"background-color:#EFB956 !important; color:#FFF\">Adjudicado<\/small><small class=\"ms-2 badge rounded-pill fw-semibold\" style=\"background-color:#F0F1F3 !important; color:#797979\"><i class=\"fa fa-solid fa-lg fa-money-check-dollar fa-fw me-1\"><\/i>Agencia Nacional de Investigaci\u00f3n y Desarrollo - ANID<\/small>\n                            <div class=\"accordion accordion-flush\" id=\"10097\">\n                                <div class=\"accordion-item\">\n                                    <h3 class=\"my-0 small-space pt-2 title-ss text-decoration-none accordion-header\">\n                                        <a role=\"button\" class=\"bg-transparent p-0\" href=\"\">\n                                            <i class=\"fas fa-solid fa-link fa-fw me-2\"><\/i>\n                                            1260236_Language and interculturality: An examination of mediated practices in the conceptualization and implementation of interculturality in the Spanish, Ancestral Languages, and English as a foreign language school subjects\n                                        <\/a><\/h3>\n                                    <div id=\"collapse-10097\" class=\"accordion-collapse collapse\" data-bs-parent=\"#10097\">\n                                        <div class=\"accordion-body p-0 pt-4 pb-4\">\n                                            [vc_section el_class=\"container mx-auto align-items-center circle--pattern\" css=\".vc_custom_1648956589196{padding-top: 3rem !important;}\"][vc_row el_class=\"pb-5\"][vc_column][vc_wp_custommenu nav_menu=\"6\"][uoh_breadcrumb_component automatic_breadcrumb=\"true\"][uoh_title_component title_dropdown=\"big\" title_decorator=\"true\"]{{title}}[\/uoh_title_component][vc_column_text css=\"\"]The rapid increase in immigration and the presence of different Indigenous peoples in the country have resulted in culturally diverse classrooms in Chile. Cultural differences are significant for communication (Otten & Geppert, 2009) and teaching processes (Liddicoat & Scarino, 2013). Hence, intercultural interactions correspond to embodied culture discourses (Carbaugh, 2017; Shi-xu, 2023), which entail the communication practices that take place at institutional levels (i.e., top-down) and language classrooms (i.e., bottom-up). However, some tensions have been identified in these processes, particularly because they seem to maintain cultural and linguistic hierarchies that do not necessarily promote the social mobility or acceptance of minoritized groups (Flores & Rosa, 2015; Unamuno, 2016; Zavala, 2017). Against this backdrop, discursive practices are at the core of how these raciolinguistic hierarchies are maintained, negotiated, and\/or challenged by educational communities. Consequently, the main objective of this research proposal is to examine how language and interculturality are discursively conceptualized and implemented in culturally diverse Chilean schools, specifically within three language subjects: Spanish, Ancestral Languages, and English as a Foreign Language. This objective is articulated through the following research question: How are language and interculturality discursively conceptualized and implemented in culturally diverse Chilean schools across the subjects of Spanish, Ancestral Languages, and English as a Foreign Language? To address this question, the project outlines four specific objectives (SOs): SO1) To examine how interculturality is discursively constructed in educational policies and the national curriculum on language subjects (i.e., Spanish, Ancestral Languages, and English as a Foreign Language); SO2) To assess how language teachers understand and implement intercultural practices in Chile, highlighting areas of convergence and divergence; SO3) To analyze how school communities discursively construct interculturality on their schoolscapes; and SO4) To analyze how language teachers\u0092 actions and decisions address interculturality in the language classroom.\r\nThe proposed research is a mixed-methods study (Creswell & Plano, 2018). First, we will analyze a corpus of institutional pedagogical discourses to examine how interculturality is discursively constructed in educational policies and the national curriculum (SO1). To this end, the data will be examined from a Corpus-Assisted Approach to Discourse Studies (CADS) (Partington et al., 2013) following the guidelines proposed by Jaworska and Kinloch (2018, p. 116) for a thorough and systematic examination of multiple datasets in CADS. The first quantitative stage considers the analysis of frequency, concordance lines, collocations, and keywords. The second qualitative stage is informed by Bacchi's (2012) model, What's the Problem Represented to be? (or WPR) and the Discourse-Historical Approach (Reisigl, 2017; Reisigl & Wodak, 2016). Second, we will conduct a questionnaire to identify how language teachers understand interculturality and intercultural practices in their classrooms (SO2). The sampling considers a disproportionate stratification to enable similar sample sizes for Spanish and EFL teachers, and Traditional Educators, ensuring the representation of Traditional Educators, who are the smallest population (CEM Mineduc, 2024). Third, we will analyze how school communities discursively construct interculturality on their school grounds (SO3) through the examination of schoolscapes (Gorter & Cenoz, 2015). To this end, three schools across three regions will be selected (i.e., Tarapac\u00e1, Metropolitan, and Araucan\u00eda) to ensure geographic representativeness. The data will be analyzed in light of Ledin and Machin\u0092s multimodality framework (2017, 2018, 2019) as it incorporates the materiality of the semiotic signs, the ideologies and beliefs behind the creation of multimodal texts, and the recontextualization of social actors and practices (van Leeuwen, 2008). Finally, we analyze the actions and decisions language teachers take to address interculturality in the language classroom (SO4) through classroom observation (minimum 48 pedagogical hours in total; four hours per language subject) in the same schools. These observations will be analyzed using the synopsis technique (Dolz et al., 2018; Schneuwly & Dolz, 2009), which allows us to both hierarchize central pedagogical sequences and examine teachers' actions and students' reactions in detail. In turn, it enables data reduction and serves as heuristic support for analysis.\r\nExpected results seek to enlighten how educators co-create language and interculturality in culturally diverse schools. It examines how these social actors recontextualize and mediate top-down policies to their daily realities, thus illuminating the negotiation and resemiotization of hegemonic understandings of interculturality in line with the needs of their own communities (bottom-up practices).[\/vc_column_text][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649209804184{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5\"][vc_row el_class=\"container mx-auto align-items-center p-md-0 pt-5\"][vc_column el_class=\"p-0\"][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649210787516{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5 pb-md-5\"][vc_row el_class=\"container mx-auto align-items-center\"][vc_column][\/vc_column][\/vc_row][\/vc_section]\n                                        <\/div>\n                                    <\/div>\n                                <\/div>\n                            <\/div><div class=\"mt-3\"><i class=\"fas fa-solid fa-user-tag fa-fw me-2\"><\/i><small class=\"text-muted\">Investigador\/a Responsable<\/small><\/div><span class=\"caption-field-publish\"><\/span><\/div><\/div><\/div><\/div><\/div><div class=\"  circle--pattern-bottom-large col-sm-12 col-md-12 img-article\"><div class=\"holder-publish col-md-12\" style=\"border-bottom: 1px solid #EFB956\"><div class=\"content-holder h-100 component-border overflow-hidden row m-0 p-4 aling-items-center\"><ul class=\"p-0 list-style-none\"><li class=\"p-0 ms-1\"><i class=\"fa fa-regular fa-calendar fa-fw ms-1\"><\/i>Abril 2026<\/li><\/ul><div class=\"caption col-12 p-0 col-md-12 row m-0 align-items-center\"><div class=\"px-md-1\"><small class=\"badge rounded-pill fw-semibold\" style=\"background-color:#EFB956 !important; color:#FFF\">Adjudicado<\/small><small class=\"ms-2 badge rounded-pill fw-semibold\" style=\"background-color:#F0F1F3 !important; color:#797979\"><i class=\"fa fa-solid fa-lg fa-money-check-dollar fa-fw me-1\"><\/i>Agencia Nacional de Investigaci\u00f3n y Desarrollo - ANID<\/small>\n                            <div class=\"accordion accordion-flush\" id=\"10098\">\n                                <div class=\"accordion-item\">\n                                    <h3 class=\"my-0 small-space pt-2 title-ss text-decoration-none accordion-header\">\n                                        <a role=\"button\" class=\"bg-transparent p-0\" href=\"\">\n                                            <i class=\"fas fa-solid fa-link fa-fw me-2\"><\/i>\n                                            1260236_Language and interculturality: An examination of mediated practices in the conceptualization and implementation of interculturality in the Spanish, Ancestral Languages, and English as a foreign language school subjects\n                                        <\/a><\/h3>\n                                    <div id=\"collapse-10098\" class=\"accordion-collapse collapse\" data-bs-parent=\"#10098\">\n                                        <div class=\"accordion-body p-0 pt-4 pb-4\">\n                                            [vc_section el_class=\"container mx-auto align-items-center circle--pattern\" css=\".vc_custom_1648956589196{padding-top: 3rem !important;}\"][vc_row el_class=\"pb-5\"][vc_column][vc_wp_custommenu nav_menu=\"6\"][uoh_breadcrumb_component automatic_breadcrumb=\"true\"][uoh_title_component title_dropdown=\"big\" title_decorator=\"true\"]{{title}}[\/uoh_title_component][vc_column_text css=\"\"]The rapid increase in immigration and the presence of different Indigenous peoples in the country have resulted in culturally diverse classrooms in Chile. Cultural differences are significant for communication (Otten & Geppert, 2009) and teaching processes (Liddicoat & Scarino, 2013). Hence, intercultural interactions correspond to embodied culture discourses (Carbaugh, 2017; Shi-xu, 2023), which entail the communication practices that take place at institutional levels (i.e., top-down) and language classrooms (i.e., bottom-up). However, some tensions have been identified in these processes, particularly because they seem to maintain cultural and linguistic hierarchies that do not necessarily promote the social mobility or acceptance of minoritized groups (Flores & Rosa, 2015; Unamuno, 2016; Zavala, 2017). Against this backdrop, discursive practices are at the core of how these raciolinguistic hierarchies are maintained, negotiated, and\/or challenged by educational communities. Consequently, the main objective of this research proposal is to examine how language and interculturality are discursively conceptualized and implemented in culturally diverse Chilean schools, specifically within three language subjects: Spanish, Ancestral Languages, and English as a Foreign Language. This objective is articulated through the following research question: How are language and interculturality discursively conceptualized and implemented in culturally diverse Chilean schools across the subjects of Spanish, Ancestral Languages, and English as a Foreign Language? To address this question, the project outlines four specific objectives (SOs): SO1) To examine how interculturality is discursively constructed in educational policies and the national curriculum on language subjects (i.e., Spanish, Ancestral Languages, and English as a Foreign Language); SO2) To assess how language teachers understand and implement intercultural practices in Chile, highlighting areas of convergence and divergence; SO3) To analyze how school communities discursively construct interculturality on their schoolscapes; and SO4) To analyze how language teachers\u0092 actions and decisions address interculturality in the language classroom.\r\nThe proposed research is a mixed-methods study (Creswell & Plano, 2018). First, we will analyze a corpus of institutional pedagogical discourses to examine how interculturality is discursively constructed in educational policies and the national curriculum (SO1). To this end, the data will be examined from a Corpus-Assisted Approach to Discourse Studies (CADS) (Partington et al., 2013) following the guidelines proposed by Jaworska and Kinloch (2018, p. 116) for a thorough and systematic examination of multiple datasets in CADS. The first quantitative stage considers the analysis of frequency, concordance lines, collocations, and keywords. The second qualitative stage is informed by Bacchi's (2012) model, What's the Problem Represented to be? (or WPR) and the Discourse-Historical Approach (Reisigl, 2017; Reisigl & Wodak, 2016). Second, we will conduct a questionnaire to identify how language teachers understand interculturality and intercultural practices in their classrooms (SO2). The sampling considers a disproportionate stratification to enable similar sample sizes for Spanish and EFL teachers, and Traditional Educators, ensuring the representation of Traditional Educators, who are the smallest population (CEM Mineduc, 2024). Third, we will analyze how school communities discursively construct interculturality on their school grounds (SO3) through the examination of schoolscapes (Gorter & Cenoz, 2015). To this end, three schools across three regions will be selected (i.e., Tarapac\u00e1, Metropolitan, and Araucan\u00eda) to ensure geographic representativeness. The data will be analyzed in light of Ledin and Machin\u0092s multimodality framework (2017, 2018, 2019) as it incorporates the materiality of the semiotic signs, the ideologies and beliefs behind the creation of multimodal texts, and the recontextualization of social actors and practices (van Leeuwen, 2008). Finally, we analyze the actions and decisions language teachers take to address interculturality in the language classroom (SO4) through classroom observation (minimum 48 pedagogical hours in total; four hours per language subject) in the same schools. These observations will be analyzed using the synopsis technique (Dolz et al., 2018; Schneuwly & Dolz, 2009), which allows us to both hierarchize central pedagogical sequences and examine teachers' actions and students' reactions in detail. In turn, it enables data reduction and serves as heuristic support for analysis.\r\nExpected results seek to enlighten how educators co-create language and interculturality in culturally diverse schools. It examines how these social actors recontextualize and mediate top-down policies to their daily realities, thus illuminating the negotiation and resemiotization of hegemonic understandings of interculturality in line with the needs of their own communities (bottom-up practices).[\/vc_column_text][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649209804184{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5\"][vc_row el_class=\"container mx-auto align-items-center p-md-0 pt-5\"][vc_column el_class=\"p-0\"][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649210787516{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5 pb-md-5\"][vc_row el_class=\"container mx-auto align-items-center\"][vc_column][\/vc_column][\/vc_row][\/vc_section]\n                                        <\/div>\n                                    <\/div>\n                                <\/div>\n                            <\/div><div class=\"mt-3\"><i class=\"fas fa-solid fa-user-tag fa-fw me-2\"><\/i><small class=\"text-muted\">Investigador\/a Responsable<\/small><\/div><span class=\"caption-field-publish\"><\/span><\/div><\/div><\/div><\/div><\/div><div class=\"  circle--pattern-bottom-large col-sm-12 col-md-12 img-article\"><div class=\"holder-publish col-md-12\" style=\"border-bottom: 1px solid #EFB956\"><div class=\"content-holder h-100 component-border overflow-hidden row m-0 p-4 aling-items-center\"><ul class=\"p-0 list-style-none\"><li class=\"p-0 ms-1 me-2\"><i class=\"fa fa-solid fa-id-card-clip fa-fw\"><\/i> Fondecyt Regular 1261710<\/li><li class=\"p-0 ms-1\"><i class=\"fa fa-regular fa-calendar fa-fw ms-1\"><\/i>Abril 2026<\/li><\/ul><div class=\"caption col-12 p-0 col-md-12 row m-0 align-items-center\"><div class=\"px-md-1\"><small class=\"badge rounded-pill fw-semibold\" style=\"background-color:#EFB956 !important; color:#FFF\">Adjudicado<\/small><small class=\"ms-2 badge rounded-pill fw-semibold\" style=\"background-color:#F0F1F3 !important; color:#797979\"><i class=\"fa fa-solid fa-lg fa-money-check-dollar fa-fw me-1\"><\/i>Agencia Nacional de Investigaci\u00f3n y Desarrollo - ANID<\/small>\n                            <div class=\"accordion accordion-flush\" id=\"10100\">\n                                <div class=\"accordion-item\">\n                                    <h3 class=\"my-0 small-space pt-2 title-ss text-decoration-none accordion-header\">\n                                        <a role=\"button\" class=\"bg-transparent p-0\" href=\"\">\n                                            <i class=\"fas fa-solid fa-link fa-fw me-2\"><\/i>\n                                            Noticing para la equidad y conocimiento para la ense\u00f1anza de las matem\u00e1ticas: construyendo aulas de matem\u00e1ticas inclusivas a trav\u00e9s del desarrollo profesional de profesores de educaci\u00f3n especial\n                                        <\/a><\/h3>\n                                    <div id=\"collapse-10100\" class=\"accordion-collapse collapse\" data-bs-parent=\"#10100\">\n                                        <div class=\"accordion-body p-0 pt-4 pb-4\">\n                                            [vc_section el_class=\"container mx-auto align-items-center circle--pattern\" css=\".vc_custom_1648956589196{padding-top: 3rem !important;}\"][vc_row el_class=\"pb-5\"][vc_column][vc_wp_custommenu nav_menu=\"6\"][uoh_breadcrumb_component automatic_breadcrumb=\"true\"][uoh_title_component title_dropdown=\"big\" title_decorator=\"true\"]{{title}}[\/uoh_title_component][vc_column_text css=\"\"]La formaci\u00f3n de los profesores de educaci\u00f3n especial ha transitado desde un modelo cl\u00ednico, centrado en el d\u00e9ficit, hacia un modelo socioeducativo que se centra en la inclusi\u00f3n del estudiante, atendiendo sus necesidades y reconociendo sus derechos (Tenorio et al., en prensa), lo que les permite atender a la diversidad m\u00e1s all\u00e1 del d\u00e9ficit. No obstante, dicha mirada no siempre se refleja en la ense\u00f1anza de las matem\u00e1ticas. Por ejemplo, estudios recientes revelan que los profesores de educaci\u00f3n especial tienden a priorizar una ense\u00f1anza funcional de las matem\u00e1ticas \u0097como el manejo del dinero o actividades pr\u00e1cticas\u0097 con el fin de fomentar la autonom\u00eda y la inclusi\u00f3n laboral de estudiantes con discapacidad intelectual (San Martin et al., 2025). Si bien este enfoque puede ser valioso, centrar la ense\u00f1anza \u00fanicamente en lo funcional limita el acceso al desarrollo del pensamiento matem\u00e1tico, considerado un objetivo central del curr\u00edculo escolar (e.g., Schoenfeld, 2022), y puede traducirse en una forma de exclusi\u00f3n que ha sido calificada como deshumanizante (Tan et al., 2020). Esto se debe a que, bajo el argumento de unas matem\u00e1ticas funcionales, se recorta el curr\u00edculo a estudiantes que presentan discapacidad o alguna barrera para el aprendizaje (Greenstein & Baglieri, 2018). Esta tendencia se ve reforzada por el predominio de la instrucci\u00f3n directa en la educaci\u00f3n especial, que reduce las matem\u00e1ticas a una secuencia de procedimientos por repetir (e.g., Gersten et al., 2009; Montague & Jitendra, 2012; Schnepel & Aunio, 2021), privando a los estudiantes de oportunidades para ejercer su capacidad de pensar y participar activamente en la construcci\u00f3n de significado (Lambert, 2018; Tan et al., 2020).\r\n\r\nEn este contexto, este proyecto apunta a dos factores que podr\u00edan apoyar la superaci\u00f3n de esta problem\u00e1tica: (a) el conocimiento matem\u00e1tico para la ense\u00f1anza de profesores de educaci\u00f3n especial y (b) el uso de este conocimiento en tareas situadas, como atender al pensamiento matem\u00e1tico de los estudiantes. Para abordar este prop\u00f3sito, nos apoyamos en el conocimiento profesional para ense\u00f1ar matem\u00e1ticas, entendido en este trabajo a partir de tres constructos te\u00f3ricos: (a) el conocimiento para la ense\u00f1anza de las matem\u00e1ticas, desde dos perspectivas diferentes y complementarias \u0097el Political Conocimiento for Teaching Mathematics (PCTM; Guti\u00e9rrez, 2012, 2017) y el Mathematics Teacher Specialised Knowledge (MTSK; Carrillo et al., 2018)\u0097, y (b) el noticing multidimensional para la equidad (van Es & Sherin, 2021, 2022).\r\n\r\nLa racionalidad de esta decisi\u00f3n radica en que los diversos modelos sobre el conocimiento del profesorado han evidenciado la complejidad de la relaci\u00f3n entre el conocimiento matem\u00e1tico y su despliegue en las distintas pr\u00e1cticas que configuran la ense\u00f1anza de esta disciplina (Llinares, 2019). En este sentido, la investigaci\u00f3n en torno al conocimiento del profesor de matem\u00e1ticas se ha desarrollado principalmente desde dos enfoques (Depaepe et al., 2013; Kaiser et al., 2017): por un lado, una perspectiva cognitiva, que ha dado lugar a marcos te\u00f3ricos que distinguen anal\u00edticamente distintas facetas del conocimiento; y, por otro, una perspectiva situada, que concibe el conocimiento docente como din\u00e1mico, emergente de la pr\u00e1ctica y movilizado a trav\u00e9s de la reflexi\u00f3n y la interacci\u00f3n en el aula. En este proyecto optamos por integrar ambas perspectivas, ya que, por una parte, est\u00e1n respaldadas te\u00f3rica y emp\u00edricamente (Cenigz et al., 2011; Thomas et al., 2017) y, por otra, su articulaci\u00f3n permite avanzar hacia una comprensi\u00f3n m\u00e1s hol\u00edstica del conocimiento profesional del profesorado que ense\u00f1a matem\u00e1ticas (Kaiser et al., 2014; Santagata & Yeh, 2016; Stahnke et al., 2016).\r\n\r\nDesde este marco, nos planteamos dos preguntas de investigaci\u00f3n: \u00bfc\u00f3mo se desarrolla el PCTM y el MTSK de los profesores de educaci\u00f3n especial?, y \u00bfc\u00f3mo se desarrolla el noticing multidimensional para la equidad en estos profesores? Estas preguntas se concretizan en el siguiente objetivo general: caracterizar el proceso de desarrollo del conocimiento profesional para ense\u00f1ar matem\u00e1ticas del profesorado de educaci\u00f3n especial durante un curso de formaci\u00f3n continua.\r\n\r\nPara el logro de este objetivo se ha dise\u00f1ado una investigaci\u00f3n basada en el dise\u00f1o (Cobb et al., 2016; Molina et al., 2011). De manera general, este dise\u00f1o contempla un primer a\u00f1o destinado a la revisi\u00f3n de la literatura, el dise\u00f1o general del curso y de las entrevistas, la formaci\u00f3n del facilitador y una primera recogida de datos mediante entrevistas. La implementaci\u00f3n del curso de desarrollo profesional se realizar\u00e1 principalmente durante el segundo y tercer a\u00f1o. En el segundo a\u00f1o, el foco estar\u00e1 puesto en el desarrollo del PCTM y el MTSK mediante dos sesiones mensuales durante diez meses. Al finalizar este periodo, se repetir\u00e1n las entrevistas personales con los participantes, ahora centradas en el desarrollo del PCTM y el MTSK. Durante el tercer a\u00f1o, el proyecto contempla la implementaci\u00f3n de un club de video que seguir\u00e1 el formato propuesto por van Es y Sherin (2008). Concretamente, se realizar\u00e1n diez reuniones mensuales en las que se reflexionar\u00e1 en torno al marco del noticing multidimensional para la equidad (van Es & Sherin, 2022). Finalmente, durante el cuarto a\u00f1o, se realizar\u00e1 una tercera recogida de datos mediante entrevistas orientadas a indagar tanto el desarrollo del noticing como el uso de los modelos PCTM y MTSK. Estas entrevistas permitir\u00e1n dar cuenta del proceso completo y ser\u00e1n analizadas en contraste con las dos recogidas previas.\r\n\r\nEn este curso de desarrollo profesional participar\u00e1n profesores de educaci\u00f3n especial que se desempe\u00f1en actualmente en cursos de 1.\u00ba a 6.\u00ba b\u00e1sico, provenientes de cuatro contextos escolares en los que se despliega la educaci\u00f3n especial: (a) escuelas para estudiantes sordos, (b) escuelas para estudiantes ciegos, (c) escuelas para estudiantes con TEA y (d) escuelas regulares con Programa de Integraci\u00f3n Escolar (PIE).\r\n\r\nLos resultados esperables de este proyecto permitir\u00e1n identificar \u00e1reas de conocimiento cr\u00edtico que los profesores de educaci\u00f3n especial necesitan para desempe\u00f1ar con \u00e9xito la docencia en matem\u00e1ticas. En este sentido, los hallazgos podr\u00e1n orientar ajustes o propuestas para los programas de formaci\u00f3n inicial docente, focalizando en aquellos aspectos que, tanto la literatura como los propios profesores en servicio, consideran necesarios para su desempe\u00f1o profesional.[\/vc_column_text][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649209804184{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5\"][vc_row el_class=\"container mx-auto align-items-center p-md-0 pt-5\"][vc_column el_class=\"p-0\"][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649210787516{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5 pb-md-5\"][vc_row el_class=\"container mx-auto align-items-center\"][vc_column][\/vc_column][\/vc_row][\/vc_section]\n                                        <\/div>\n                                    <\/div>\n                                <\/div>\n                            <\/div><div class=\"mt-3\"><i class=\"fas fa-solid fa-user-tag fa-fw me-2\"><\/i><small class=\"text-muted\">Co-Investigador\/a<\/small><\/div><span class=\"caption-field-publish\"><\/span><\/div><\/div><\/div><\/div><\/div><div class=\"  circle--pattern-bottom-large col-sm-12 col-md-12 img-article\"><div class=\"holder-publish col-md-12\" style=\"border-bottom: 1px solid #48A2F9\"><div class=\"content-holder h-100 component-border overflow-hidden row m-0 p-4 aling-items-center\"><ul class=\"p-0 list-style-none\"><li class=\"p-0 ms-1 me-2\"><i class=\"fa fa-solid fa-id-card-clip fa-fw\"><\/i> FONDART Nacional de Investigaci\u00f3n 815489<\/li><li class=\"p-0 ms-1\"><i class=\"fa fa-regular fa-calendar fa-fw ms-1\"><\/i>Marzo 2026 - Mayo 2027<\/li><\/ul><div class=\"caption col-12 p-0 col-md-12 row m-0 align-items-center\"><div class=\"px-md-1\"><small class=\"badge rounded-pill fw-semibold\" style=\"background-color:#48A2F9 !important; color:#FFF\">En Ejecuci\u00f3n<\/small><small class=\"ms-2 badge rounded-pill fw-semibold\" style=\"background-color:#F0F1F3 !important; color:#797979\"><i class=\"fa fa-solid fa-lg fa-money-check-dollar fa-fw me-1\"><\/i>Fondart Nacional de Investigaci\u00f3n<\/small>\n                            <div class=\"accordion accordion-flush\" id=\"10105\">\n                                <div class=\"accordion-item\">\n                                    <h3 class=\"my-0 small-space pt-2 title-ss text-decoration-none accordion-header\">\n                                        <a role=\"button\" class=\"bg-transparent p-0\" href=\"\">\n                                            <i class=\"fas fa-solid fa-link fa-fw me-2\"><\/i>\n                                            Fondart Investigaci\u00f3n: Pr\u00e1cticas art\u00edsticas colaborativas desde la escuela: aportes y desaf\u00edos para expandir las artes en el territorio\n                                        <\/a><\/h3>\n                                    <div id=\"collapse-10105\" class=\"accordion-collapse collapse\" data-bs-parent=\"#10105\">\n                                        <div class=\"accordion-body p-0 pt-4 pb-4\">\n                                            [vc_section el_class=\"container mx-auto align-items-center circle--pattern\" css=\".vc_custom_1648956589196{padding-top: 3rem !important;}\"][vc_row el_class=\"pb-5\"][vc_column][vc_wp_custommenu nav_menu=\"6\"][uoh_breadcrumb_component automatic_breadcrumb=\"true\"][uoh_title_component title_dropdown=\"big\" title_decorator=\"true\"]{{title}}[\/uoh_title_component][vc_column_text css=\"\"]Este proyecto analizar\u00e1 las dimensiones del arte colaborativo en escuelas de la regi\u00f3n de O`Higgins y Metropolitana[\/vc_column_text][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649209804184{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5\"][vc_row el_class=\"container mx-auto align-items-center p-md-0 pt-5\"][vc_column el_class=\"p-0\"][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649210787516{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5 pb-md-5\"][vc_row el_class=\"container mx-auto align-items-center\"][vc_column][\/vc_column][\/vc_row][\/vc_section]\n                                        <\/div>\n                                    <\/div>\n                                <\/div>\n                            <\/div><div class=\"mt-3\"><i class=\"fas fa-solid fa-user-tag fa-fw me-2\"><\/i><small class=\"text-muted\">Co-Investigador\/a<\/small><\/div><span class=\"caption-field-publish\"><\/span><\/div><\/div><\/div><\/div><\/div><div class=\"  circle--pattern-bottom-large col-sm-12 col-md-12 img-article\"><div class=\"holder-publish col-md-12\" style=\"border-bottom: 1px solid #48A2F9\"><div class=\"content-holder h-100 component-border overflow-hidden row m-0 p-4 aling-items-center\"><ul class=\"p-0 list-style-none\"><li class=\"p-0 ms-1 me-2\"><i class=\"fa fa-solid fa-id-card-clip fa-fw\"><\/i> FONDECYT Regular 1260171<\/li><li class=\"p-0 ms-1\"><i class=\"fa fa-regular fa-calendar fa-fw ms-1\"><\/i>Marzo 2026 - Marzo 2029<\/li><\/ul><div class=\"caption col-12 p-0 col-md-12 row m-0 align-items-center\"><div class=\"px-md-1\"><small class=\"badge rounded-pill fw-semibold\" style=\"background-color:#48A2F9 !important; color:#FFF\">En Ejecuci\u00f3n<\/small><small class=\"ms-2 badge rounded-pill fw-semibold\" style=\"background-color:#F0F1F3 !important; color:#797979\"><i class=\"fa fa-solid fa-lg fa-money-check-dollar fa-fw me-1\"><\/i>Agencia Nacional de Investigaci\u00f3n y Desarrollo - ANID<\/small>\n                            <div class=\"accordion accordion-flush\" id=\"10106\">\n                                <div class=\"accordion-item\">\n                                    <h3 class=\"my-0 small-space pt-2 title-ss text-decoration-none accordion-header\">\n                                        <a role=\"button\" class=\"bg-transparent p-0\" href=\"\">\n                                            <i class=\"fas fa-solid fa-link fa-fw me-2\"><\/i>\n                                            Fondecyt Regular: Pr\u00e1cticas art\u00edsticas de mediaci\u00f3n expandida desde contextos educativos: Oportunidades y desaf\u00edos para ampliar el rol social de las artes en Chile\n                                        <\/a><\/h3>\n                                    <div id=\"collapse-10106\" class=\"accordion-collapse collapse\" data-bs-parent=\"#10106\">\n                                        <div class=\"accordion-body p-0 pt-4 pb-4\">\n                                            [vc_section el_class=\"container mx-auto align-items-center circle--pattern\" css=\".vc_custom_1648956589196{padding-top: 3rem !important;}\"][vc_row el_class=\"pb-5\"][vc_column][vc_wp_custommenu nav_menu=\"6\"][uoh_breadcrumb_component automatic_breadcrumb=\"true\"][uoh_title_component title_dropdown=\"big\" title_decorator=\"true\"]{{title}}[\/uoh_title_component][vc_column_text css=\"\"]Esta investigaci\u00f3n busca conocer las formas en que las escuelas se pueden desempe\u00f1ar como espacios culturales en sus comunidades locales, para lo cual se analizar\u00e1n c\u00f3mo las pr\u00e1cticas art\u00edsticas de mediaci\u00f3n expandida se muestr\u00e1n como una herramienta y metodolog\u00eda id\u00f3nea para su desarrollo e impacto local.[\/vc_column_text][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649209804184{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5\"][vc_row el_class=\"container mx-auto align-items-center p-md-0 pt-5\"][vc_column el_class=\"p-0\"][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649210787516{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5 pb-md-5\"][vc_row el_class=\"container mx-auto align-items-center\"][vc_column][\/vc_column][\/vc_row][\/vc_section]\n                                        <\/div>\n                                    <\/div>\n                                <\/div>\n                            <\/div><div class=\"mt-3\"><i class=\"fas fa-solid fa-user-tag fa-fw me-2\"><\/i><small class=\"text-muted\">Co-Investigador\/a<\/small><\/div><span class=\"caption-field-publish\"><\/span><\/div><\/div><\/div><\/div><\/div><div class=\"  circle--pattern-bottom-large col-sm-12 col-md-12 img-article\"><div class=\"holder-publish col-md-12\" style=\"border-bottom: 1px solid #48A2F9\"><div class=\"content-holder h-100 component-border overflow-hidden row m-0 p-4 aling-items-center\"><ul class=\"p-0 list-style-none\"><li class=\"p-0 ms-1 me-2\"><i class=\"fa fa-solid fa-id-card-clip fa-fw\"><\/i> FONDART Nacional de Investigaci\u00f3n 815489<\/li><li class=\"p-0 ms-1\"><i class=\"fa fa-regular fa-calendar fa-fw ms-1\"><\/i>Marzo 2026 - Mayo 2027<\/li><\/ul><div class=\"caption col-12 p-0 col-md-12 row m-0 align-items-center\"><div class=\"px-md-1\"><small class=\"badge rounded-pill fw-semibold\" style=\"background-color:#48A2F9 !important; color:#FFF\">En Ejecuci\u00f3n<\/small><small class=\"ms-2 badge rounded-pill fw-semibold\" style=\"background-color:#F0F1F3 !important; color:#797979\"><i class=\"fa fa-solid fa-lg fa-money-check-dollar fa-fw me-1\"><\/i>Fondart Nacional de Investigaci\u00f3n<\/small>\n                            <div class=\"accordion accordion-flush\" id=\"10107\">\n                                <div class=\"accordion-item\">\n                                    <h3 class=\"my-0 small-space pt-2 title-ss text-decoration-none accordion-header\">\n                                        <a role=\"button\" class=\"bg-transparent p-0\" href=\"\">\n                                            <i class=\"fas fa-solid fa-link fa-fw me-2\"><\/i>\n                                            Fondart Investigaci\u00f3n: Pr\u00e1cticas art\u00edsticas colaborativas desde la escuela: aportes y desaf\u00edos para expandir las artes en el territorio\n                                        <\/a><\/h3>\n                                    <div id=\"collapse-10107\" class=\"accordion-collapse collapse\" data-bs-parent=\"#10107\">\n                                        <div class=\"accordion-body p-0 pt-4 pb-4\">\n                                            [vc_section el_class=\"container mx-auto align-items-center circle--pattern\" css=\".vc_custom_1648956589196{padding-top: 3rem !important;}\"][vc_row el_class=\"pb-5\"][vc_column][vc_wp_custommenu nav_menu=\"6\"][uoh_breadcrumb_component automatic_breadcrumb=\"true\"][uoh_title_component title_dropdown=\"big\" title_decorator=\"true\"]{{title}}[\/uoh_title_component][vc_column_text css=\"\"]Este proyecto analizar\u00e1 las dimensiones del arte colaborativo en escuelas de la regi\u00f3n de O`Higgins y Metropolitana[\/vc_column_text][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649209804184{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5\"][vc_row el_class=\"container mx-auto align-items-center p-md-0 pt-5\"][vc_column el_class=\"p-0\"][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649210787516{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5 pb-md-5\"][vc_row el_class=\"container mx-auto align-items-center\"][vc_column][\/vc_column][\/vc_row][\/vc_section]\n                                        <\/div>\n                                    <\/div>\n                                <\/div>\n                            <\/div><div class=\"mt-3\"><i class=\"fas fa-solid fa-user-tag fa-fw me-2\"><\/i><small class=\"text-muted\">Co-Investigador\/a<\/small><\/div><span class=\"caption-field-publish\"><\/span><\/div><\/div><\/div><\/div><\/div><div class=\"  circle--pattern-bottom-large col-sm-12 col-md-12 img-article\"><div class=\"holder-publish col-md-12\" style=\"border-bottom: 1px solid #48A2F9\"><div class=\"content-holder h-100 component-border overflow-hidden row m-0 p-4 aling-items-center\"><ul class=\"p-0 list-style-none\"><li class=\"p-0 ms-1 me-2\"><i class=\"fa fa-solid fa-id-card-clip fa-fw\"><\/i> FONDECYT Regular 1260171<\/li><li class=\"p-0 ms-1\"><i class=\"fa fa-regular fa-calendar fa-fw ms-1\"><\/i>Marzo 2026 - Marzo 2029<\/li><\/ul><div class=\"caption col-12 p-0 col-md-12 row m-0 align-items-center\"><div class=\"px-md-1\"><small class=\"badge rounded-pill fw-semibold\" style=\"background-color:#48A2F9 !important; color:#FFF\">En Ejecuci\u00f3n<\/small><small class=\"ms-2 badge rounded-pill fw-semibold\" style=\"background-color:#F0F1F3 !important; color:#797979\"><i class=\"fa fa-solid fa-lg fa-money-check-dollar fa-fw me-1\"><\/i>Agencia Nacional de Investigaci\u00f3n y Desarrollo - ANID<\/small>\n                            <div class=\"accordion accordion-flush\" id=\"10108\">\n                                <div class=\"accordion-item\">\n                                    <h3 class=\"my-0 small-space pt-2 title-ss text-decoration-none accordion-header\">\n                                        <a role=\"button\" class=\"bg-transparent p-0\" href=\"\">\n                                            <i class=\"fas fa-solid fa-link fa-fw me-2\"><\/i>\n                                            Fondecyt Regular: Pr\u00e1cticas art\u00edsticas de mediaci\u00f3n expandida desde contextos educativos: Oportunidades y desaf\u00edos para ampliar el rol social de las artes en Chile\n                                        <\/a><\/h3>\n                                    <div id=\"collapse-10108\" class=\"accordion-collapse collapse\" data-bs-parent=\"#10108\">\n                                        <div class=\"accordion-body p-0 pt-4 pb-4\">\n                                            [vc_section el_class=\"container mx-auto align-items-center circle--pattern\" css=\".vc_custom_1648956589196{padding-top: 3rem !important;}\"][vc_row el_class=\"pb-5\"][vc_column][vc_wp_custommenu nav_menu=\"6\"][uoh_breadcrumb_component automatic_breadcrumb=\"true\"][uoh_title_component title_dropdown=\"big\" title_decorator=\"true\"]{{title}}[\/uoh_title_component][vc_column_text css=\"\"]Esta investigaci\u00f3n busca conocer las formas en que las escuelas se pueden desempe\u00f1ar como espacios culturales en sus comunidades locales, para lo cual se analizar\u00e1n c\u00f3mo las pr\u00e1cticas art\u00edsticas de mediaci\u00f3n expandida se muestr\u00e1n como una herramienta y metodolog\u00eda id\u00f3nea para su desarrollo e impacto local.[\/vc_column_text][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649209804184{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5\"][vc_row el_class=\"container mx-auto align-items-center p-md-0 pt-5\"][vc_column el_class=\"p-0\"][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649210787516{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5 pb-md-5\"][vc_row el_class=\"container mx-auto align-items-center\"][vc_column][\/vc_column][\/vc_row][\/vc_section]\n                                        <\/div>\n                                    <\/div>\n                                <\/div>\n                            <\/div><div class=\"mt-3\"><i class=\"fas fa-solid fa-user-tag fa-fw me-2\"><\/i><small class=\"text-muted\">Co-Investigador\/a<\/small><\/div><span class=\"caption-field-publish\"><\/span><\/div><\/div><\/div><\/div><\/div><div class=\"  circle--pattern-bottom-large col-sm-12 col-md-12 img-article\"><div class=\"holder-publish col-md-12\" style=\"border-bottom: 1px solid #48A2F9\"><div class=\"content-holder h-100 component-border overflow-hidden row m-0 p-4 aling-items-center\"><ul class=\"p-0 list-style-none\"><li class=\"p-0 ms-1 me-2\"><i class=\"fa fa-solid fa-id-card-clip fa-fw\"><\/i> FONDART Nacional de Investigaci\u00f3n 815489<\/li><li class=\"p-0 ms-1\"><i class=\"fa fa-regular fa-calendar fa-fw ms-1\"><\/i>Marzo 2026 - Mayo 2027<\/li><\/ul><div class=\"caption col-12 p-0 col-md-12 row m-0 align-items-center\"><div class=\"px-md-1\"><small class=\"badge rounded-pill fw-semibold\" style=\"background-color:#48A2F9 !important; color:#FFF\">En Ejecuci\u00f3n<\/small><small class=\"ms-2 badge rounded-pill fw-semibold\" style=\"background-color:#F0F1F3 !important; color:#797979\"><i class=\"fa fa-solid fa-lg fa-money-check-dollar fa-fw me-1\"><\/i>Fondart Nacional de Investigaci\u00f3n<\/small>\n                            <div class=\"accordion accordion-flush\" id=\"10109\">\n                                <div class=\"accordion-item\">\n                                    <h3 class=\"my-0 small-space pt-2 title-ss text-decoration-none accordion-header\">\n                                        <a role=\"button\" class=\"bg-transparent p-0\" href=\"\">\n                                            <i class=\"fas fa-solid fa-link fa-fw me-2\"><\/i>\n                                            Fondart Investigaci\u00f3n: Pr\u00e1cticas art\u00edsticas colaborativas desde la escuela: aportes y desaf\u00edos para expandir las artes en el territorio\n                                        <\/a><\/h3>\n                                    <div id=\"collapse-10109\" class=\"accordion-collapse collapse\" data-bs-parent=\"#10109\">\n                                        <div class=\"accordion-body p-0 pt-4 pb-4\">\n                                            [vc_section el_class=\"container mx-auto align-items-center circle--pattern\" css=\".vc_custom_1648956589196{padding-top: 3rem !important;}\"][vc_row el_class=\"pb-5\"][vc_column][vc_wp_custommenu nav_menu=\"6\"][uoh_breadcrumb_component automatic_breadcrumb=\"true\"][uoh_title_component title_dropdown=\"big\" title_decorator=\"true\"]{{title}}[\/uoh_title_component][vc_column_text css=\"\"]Este proyecto analizar\u00e1 las dimensiones del arte colaborativo en escuelas de la regi\u00f3n de O`Higgins y Metropolitana[\/vc_column_text][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649209804184{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5\"][vc_row el_class=\"container mx-auto align-items-center p-md-0 pt-5\"][vc_column el_class=\"p-0\"][\/vc_column][\/vc_row][\/vc_section][vc_section css=\".vc_custom_1649210787516{background-color: #f6faff !important;}\" el_class=\"p-md-0 pt-md-5 pb-md-5\"][vc_row el_class=\"container mx-auto align-items-center\"][vc_column][\/vc_column][\/vc_row][\/vc_section]\n                                        <\/div>\n                                    <\/div>\n                                <\/div>\n                            <\/div><div class=\"mt-3\"><i class=\"fas fa-solid fa-user-tag fa-fw me-2\"><\/i><small class=\"text-muted\">Investigador\/a Responsable<\/small><\/div><span class=\"caption-field-publish\"><\/span><\/div><\/div><\/div><\/div><\/div><div class=\"pagination justify-content-center my-5\"><span aria-current=\"page\" class=\"page-numbers current\">1<\/span>\n<a class=\"page-numbers\" href=\"https:\/\/www.uoh.cl\/instituto-de-ciencias-de-la-educacion\/wp-json\/wp\/v2\/pages\/155\/\/page\/2\">2<\/a>\n<a class=\"page-numbers\" href=\"https:\/\/www.uoh.cl\/instituto-de-ciencias-de-la-educacion\/wp-json\/wp\/v2\/pages\/155\/\/page\/3\">3<\/a>\n<span class=\"page-numbers dots\">&hellip;<\/span>\n<a class=\"page-numbers\" href=\"https:\/\/www.uoh.cl\/instituto-de-ciencias-de-la-educacion\/wp-json\/wp\/v2\/pages\/155\/\/page\/32\">32<\/a>\n<a class=\"next page-numbers\" href=\"https:\/\/www.uoh.cl\/instituto-de-ciencias-de-la-educacion\/wp-json\/wp\/v2\/pages\/155\/\/page\/2\"><div class=\"icon-pagination-next\"> <?xml version=\"1.0\" ?><svg viewBox=\"0 0 96 96\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><title\/><path d=\"M39.3756,48.0022l30.47-25.39a6.0035,6.0035,0,0,0-7.6878-9.223L26.1563,43.3906a6.0092,6.0092,0,0,0,0,9.2231L62.1578,82.615a6.0035,6.0035,0,0,0,7.6878-9.2231Z\"\/><\/svg> <\/div><\/a><\/div><\/div><\/div><\/div>[\/vc_column][\/vc_row][\/vc_section][vc_section css=&#8221;.vc_custom_1649210787516{background-color: #f6faff !important;}&#8221; 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