Browsing by Author "Dicusară, Olga"

Now showing 1 - 4 of 4

Alfabetizarea culturală, premisă în formarea competenței interculturale la viitoarele cadre didactice
(CEP USM, 2023) Dicusară, Olga
Educația interculturală este un domeniu de cunoaștere multi- și interdisciplinar extrem de complex, care are ca priorități fundamentale modelarea personalității umane în sensul înțelegerii, acceptării și valorificării personale a diferențelor culturale, etnice, religioase sau rasiale. În cadrul actualului peisaj european de imigrare și schimbare continuă, fluiditatea și retorica construcției identității necesită o educație pentru cetățenie care să se poată adapta acestui proces dinamic. Ne propunem să abordăm în acest articol alfabetizarea culturală care include un set de valori și dispoziții dezvoltate prin dialog și argumentare constructivă cu oameni, care reprezintă diferite identități culturale; include un set de aptitudini esențiale ale unui cetățean al secolului al XXI-lea în orice parte a lumii de astăzi, fiind o premisă a dezvoltării competenței interculturale la viitoarele cadre didactice.
Career guidance of students in the context of educational policies: findings and perspectives
(CEP USM, 2024) Șevciuc, Maia; Reaboi-Petrachi, Viorica; Botezatu, Valeria; Dicusară, Olga; Dabija, Ana
Career guidance for students is an essential process that helps them make informed decisions about their further education and career path. This process is influenced by a number of factors, including educational policies implemented at the international and national level. The fluctuations of the labor market justify the transfiguration of the career guidance and counseling process in the hierarchy of the education system. The elements of the career guidance process can be found in the practices of the pre-university education system, in order to assist teenagers in their career option. The conducted study highlights that career guidance is an important segment, reflected in educational policy documents, in which it is assigned an essential role in the personal and professional development of students.
PROFESORUL COMPETENT INTERCULTURAL
(CEP USM, 2024) Dicusară, Olga
In the context of social, demographic, cultural, economic, scientifc, technological changes, the world of education is also continuously evolving. This is also true for the teaching profession, which is faced with new demands, responsibilities and expectations. The social diversity present in schools imposes new roles on the teaching staﬀ. Today, the teacher is rather a cultural facilitator who translates dialogues, mediates conﬂicts, develops democratic relationships in the class of students. The diversity training of the teaching staﬀ involves three major dimensions: the cognitive, instrumental-methodological and relational-behavioral dimensions. The teacher’s intercultural competence refers specifcally to his ability to mobilize knowledge, methods of action, but also positive attitudes in solving situations of intercultural interaction. Even if, in this millennium, cultural literacy is considered an indispensable form of literacy, we still witness the lack or insufcient preparation of teachers to teach in diverse educational environments. In this sense, the responsibility rests with the state institutions, which must insist more on the initial and continuous training of teaching staﬀ through the prism of the dimension of interculturality.
The valorization of intercultural education in national and international educational policies
(CEP USM, 2024) Dicusară, Olga
Intercultural education becomes an essential tool for developing a more tolerant and cohesive society, where diversity is perceived as a valuable resource. The analysis of the intercultural dimension in national and international educational policies highlights not only the necessity of integrating it into the school curriculum but also emphasizes the importance of developing intercultural competencies among all actors involved in the educational process (teachers, students, families, communities). The integration of diverse cultural values and practices into all aspects of the educational process must be carried out with care and responsibility, taking into account the specifics of each cultural environment and avoiding superficial or standardized implementations. Without well-thought-out measures and a deep understanding of diversity, efforts can become counterproductive, leading to stereotypes and inequalities instead of inclusion and mutual respect.