Política lingüística en Grecia y formación docente en cuestión
DOI:
https://doi.org/10.28998/2175-6600.2023v15n37pe15115Palabras clave:
Política lingüística, Educación de la primera infancia, Multilingüismo, Educación griegaResumen
Después de la década de 1980, Grecia, como estado miembro de la Unión Europea (UE), inició una serie de reformas educativas que compilaron la agenda de la UE sobre modernización social y ahorro fiscal. Con respecto al idioma, las reformas abordaron la enseñanza del griego estandarizado como lengua materna, como segunda lengua/extranjera, lenguas extranjeras tradicionales (por ejemplo, inglés, francés, alemán) y, recientemente, lenguas de inmigrantes. Gradualmente, el currículo de la lengua oficial se vuelve multilingüe y multimodal, llamando al alumno a aprender y al docente a enseñar multialfabetización, dentro de un contexto multilingüe y multicultural. El artículo analiza las políticas lingüísticas de Grecia junto con el currículo indígena como un currículo minoritario basado en dos conceptos contrastantes: el multiculturalismo social (y por lo tanto educativo) y la homogeneidad monolingüe de su comunidad correspondiente.
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