Inteligência cultural na perspectiva de aprendizagem dialógica: evidência de êxito escolar para superação de desigualdades sociais e educativas

Abstract

The thesis herein focuses on the concept of cultural intelligence from the perspective of dialogical learning based on the understanding of their potential contributions to the achievement of school success. It is grounded on a theoretical research carried out under the main objective of demonstrating the application and development of the concept of cultural intelligence by the Centre of Research in Theories and Practices to Overcome Inequalities (CREA) of the University of Barcelona, Spain, and identifying theories and concepts underlying such a development. This concept has been constituted by CREA since the 1990s from studies and scientific evidence that all people develop skills and abilities in contexts that foster communication and dialogue on equal footing. By offering these ideal communicative conditions, such skills can be transferred to other contexts and therefore form the basis for new learning. The recognition of the cultural intelligence of socially vulnerable groups allows the achievement of maximum learning in different educational settings, including at school. In order to defend this thesis through formal argument, we used the books, articles of the international scientific community and research reports from CREA, whose data were treated by bibliographic research procedures and content analysis techniques. Based on the results of this research, it can be stated that the concept of cultural intelligence was constituted by CREA through the deepening and broadening of their theoretical basis, development and consolidation of research methodology, as well as dissemination and dialogue on evidence and results of their research. To support this concept, CREA has presented evidence that the concept of cultural intelligence provides a broader notion of intelligence, advancing on the understanding that different intelligences can be integrated around the communicative intelligence. By adopting the cultural intelligence as the premise for research methodology, CREA revealed that it is necessary to integrate socially vulnerable groups to social sciences and education research, thus overcoming interposed hierarchies in the forms of knowledge to create social and scientifically relevant knowledge. Promoting favorable communicative contexts to share and validate results of their research, CREA showed that knowledge in education is not ultimate and must meet the constant changes in social, political, economic and cultural contexts. Based on the evidence offered by the researched sources, it is concluded that human intelligence is constituted in social and educational contexts which are in permanent transformation. To achieve success in these contexts, conditions should be created for people to show their skills by using their capabilities and language skills to do so. It should be considered that access to knowledge and information are decisive factors for social inclusion and that educational settings are in increasing interconnection. It is corroborated the interconnection among the different intelligences might favor success achievement in different contexts of action and that it contributes to overcome hegemonic parameters of subjects, skills, educational contexts and forms of knowledge.