Dr. Careaga-Butter, Marcelo

This is a qualitative study whose objective is to analyze, from a semantic, semiotic, and cultural pragmatic perspective, the self-representative aspects of the Chiquitano identity in the dissemination of its natural and cultural heritage in digital culture. The participants of the study were five hundred teachers, artisans, and cultural facilitators who participated in dialogic interviews and whose answers were corroborated through specialized documentary review. The general result is an analysis of the Chiquitano identity self-representation mediated by digital culture, from the theory of media and cultural studies. The specific results are (a) semantic–semiotic analysis of didactic–cultural praxis, ecopedagogy, and identity self-representation of teachers and cultural facilitators, (b) exploration of diverse interpretations of a singular identity placed in a plural and global context mediated by information and communication technologies (ICT), represented by a model of reconceptualization of interculturality in a virtual context. It is concluded that communicational technological intermediation makes viable spaces for teachers and cultural promoters to disseminate, transfer their heritage, and reflect on their didactic–cultural praxis, from the identification processes experienced generation after generation, thus favoring the transfer of knowledge and wisdom in a close dialogue between the multimodal and tradition. It is concluded that through the reflexive use of communication technologies in the Chiquitano educational and cultural contexts, the identity and dissemination of the patrimonial richness of the Chiquitano ecoregion of Bolivia is enhanced, generating a close dialogue between the singular identities and the plurality of digital culture.

The strong connection between technologies and globalization has made the phenomenon of interculturality increase at a global level. The aim was to determine the perception of teachers and students in the use of a Model of Talent Management for interculturality. A virtual learning environment (VLE) was used to link teachers and students of 5 schools in disadvantaged context of Chile through collaborative learning. The research is interpretive and positivist based on qualitative method approach, with quantitative contributions. Results show that talents of the students contribute to the formation of cultural identity that gives uniqueness to the human group to which they belong and the perception of teachers is that the phenomena of acculturation, enculturation and transculturation processes occur in learning linked to the management of the talents of students in intercultural contexts. With respect to the proposed model, trends indicate that it is possible to diagnose and promote talent through collaborative learning and intercultural dialogue. As for technology, it could be argued that it has reshaped relations between different cultures.