ABSTRACT
(analítico) La inesperada irrupción del covid-19 tuvo profundas consecuencias para los/las estudiantes universitarios, quienes se vieron forzados/as a desarrollar sus carreras remotamente. Particularmente en Chile, las cohortes de ingreso 2019, 2020 y 2021 conformaron un caso único debido a las diferentes condiciones bajo las cuales se produjo su incorporación. Esta investigación tuvo por fin determinar las diferencias y la relación entre las variables personales y las vivencias académicas en una muestra de 331 estudiantes ad-hoc. Los resultados obtenidos estadísticamente mediante una estrategia asociativa e inferencial permiten concluir que no existen diferencias entre cohortes respecto a su salud mental, salvo en la vivencia con la carrera entre 2020 y 2021. Se presentan sugerencias para su abordaje personal y académico, así como para el desarrollo de estrategias focalizadas en la salud mental universitaria.
(analytical) The unexpected irruption of COVID-19 had profound consequences for university students, who were forced to develop their careers remotely. Particularly in Chile, the 2019, 2020 and 2021 entry cohorts formed a unique case due to the different conditions under which their incorporation took place. This research aimed to determine the differences and the relationship between personal variables and academic experiences in a sample of 331 ad-hoc students. The results obtained statistically through an associative and inferential strategy, allow us to conclude that there are no differences between cohorts with respect to their mental health, except in the experience with the career between 2020 and 2021. Suggestions are presented for their personal and academic approach, as well as for the development of strategies focused on university mental health.
(analítico) A inesperada irrupção do Covid-19 teve consequências profundas para os estudantes universitários, que foram forçados a desenvolver as suas carreiras remotamente. Particularmente no Chile, as coortes de entrada de 2019, 2020 e 2021 foram únicas devido às diferentes condições sob as quais entra-ram. Esta investigação visava determinar as diferenças e a relação entre as variáveis pessoais e as experiências académicas numa amostra de 331 estudantes ad-hoc. Os resultados obtidos estatisticamente através de uma estratégia associativa e inferencial, permitemnos concluir que não existem diferenças entre os coortes no que respeita à sua saúde mental, excepto na experiência com a carreira entre 2020 e 2021. São apresentadas sugestões para abordagens pessoais e académicas, bem como para o desenvolvimento de estratégias centradas na saúde mental universitária.
ABSTRACT
RESUMEN La finalidad del presente artículo consiste en describir los componentes de educación y sensibilidad intercultural que se evidencian en la práctica docente con el estudiante sordo en la escuela especial. Se destaca el principio sobre estudiantes sordos estipulado en el documento de la UNESCO (2006) en pro de los aprendizajes en educación, que debe asumir los deberes y derechos inherentes al sujeto sordo en su particularidad lingüística: "La educación intercultural respeta la identidad cultural del educando impartiendo a todos una educación de calidad que se adecúe y adapte a su cultura". De acuerdo con ello, los principios de educación intercultural deben construirse considerando que: I) Se respete la identidad cultural del educando impartiendo a todos [as] una educación de calidad que se adecúe y se adapte a su cultura; II) Se enseñe a cada educando los conocimientos, las actitudes y las competencias culturales necesarias para que pueda participar plena y activamente en la sociedad; III) La elaboración de programas propios de estudio. Esto exige que la institución promueva el acercamiento a la asociación y a la comunidad sorda, para que los estudiantes la conozcan e interactúen en etapas tempranas y así propendan hacia la negociación simétrica de las culturas para reconocer a un Otro diverso en las prácticas docentes del aula.
Abstract This paper aims to describe the components on intercultural sensitivity education, evident in teaching process to deaf learners of a "special school". To respect deaf learners' cultural identity through high quality education adapted to their culture, is the principle of this intercultural education, as per (UNESCO, 2006) for Deaf students, in favor of learning-education, which must assume duties and rights related to their linguistic features, inherent to the deaf learner. Intercultural education principles are based on I) To respect deaf learner cultural identity, not only giving them a high-quality education but also adapted to their culture. II) To teach deaf learners: necessary knowledge, attitudes and cultural skills to participate fully and actively in society. III) To develop study programs by the special school; these programs include : as a contribution, a theoretical revision, based on the construction of sensibility patterns to develop the intercultural education principles actively. Also, it implies that the "special school" must promotes the approaching to the association and the Deaf community, so that means, the students are able to know it and interact with other deaf student in early stages in order to recognize a diverse Other, tending towards the symmetrical negotiation of the cultures in teaching practices, conducted through communicative process in the classroom.