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Οι σημερινές κοινωνίες λόγω των συνεχών μετακινήσεων των ατόμων μοιάζουν περισσότερο με παγκόσμιο χωριό. Η πολυπολιτισμική ποικιλομορφία χαρακτηρίζει πια τις περισσότερες χώρες αλλά και την Ελλάδα και αποτελεί παράγοντα που έχει επιπτώσεις στη διαμόρφωση του εκπαιδευτικού μας συστήματος. Η ισχύς του σχολείου δικαιολογείται από τη σημασία του για την κοινωνική, οικονομική και πολιτιστική ανάπτυξη της χώρας και το καθιστά σημαντικό κοινωνικό δικαίωμα για όλους τους μαθητές ανεξάρτητα από τις πολιτισμικές τους καταβολές. Οι ανωτέρω προϋποθέσεις αφορά όλους τους τύπους σχολείων, ιδιαίτερα όμως των ολιγοθέσιων. Αυτά έχουν στόχο να προσφέρουν μέσω των εκπαιδευτικών τους ποιοτική εκπαίδευση σε μαθητές διαφορετικών ηλικιών σε δυσπρόσιτες περιοχές. Ο διευθυντής των σχολικών αυτών μονάδων δεν ασκεί μόνο διοικητικά καθήκοντα αλλά ανάλογα με του τύπο του σχολείου (μονοθέσιο, διθέσιο, τριθέσιο) έχει την ευθύνη δύο, τριών ή και όλων των τάξεων. Η ύπαρξη αλλοδαπών μαθητών στα ολιγοθέσια σχολεία της χώρας μας προσθέτει ένα ακόμα παράγοντα που πρέπει να αντιμετωπίσει ο διευθυντής των σχολικών αυτών μονάδων. Η συγκεκριμένη μελέτη προσπαθεί να διερευνήσει τις στάσεις και τις αντιλήψεις 9 προϊσταμένων ολιγοθέσιων σχολείων της Αχαΐας σχετικά με ζητήματα που αφορούν τις συνθήκες και τους τρόπους λειτουργίας τους σε συνάρτηση με την παρουσία αλλοδαπών μαθητών. Το ερευνητικό εργαλείο που επιλέχθηκε ήταν η ημιδομημένη συνέντευξη. Τα αποτελέσματα της έρευνας έδειξαν ότι οι προϊστάμενοι νιώθουν μεγάλο βάρος ευθύνης λόγω του όγκου των υποχρεώσεων της ταυτόχρονης διδασκαλίας στην οποία θα πρέπει να ανταποκριθούν και των διοικητικών καθηκόντων. Η παρουσία των αλλοδαπών μαθητών μεγαλώνει το αίσθημα της ευθύνης γύρω από το πώς θα συνδεθούν οι ικανότητες των νεοφερμένων μαθητών μεταναστών ή προσφύγων με την ευρύτερη κοινωνική δομή ώστε να έχουν αποτελεσματικότερη ένταξη. Έτσι, υπάρχουν ζητήματα που αφορούν το πώς θα συνεργαστεί το σχολείο και πώς θα γίνει η προσέγγιση με ανθρώπους πολύ χαμηλών προσδοκιών και υψηλών επιπέδων κοινωνικής απόρριψης όπως είναι οι μετανάστες και οι πρόσφυγες. Θετικό στοιχείο στην προσπάθεια επίλυσης των ζητημάτων που προκύπτουν είναι το καλό κλίμα ανάμεσα στα μέλη της σχολικής μονάδας αλλά και με την τοπική κοινωνία. / Multiculturalism is a phenomenon in many countries around the world including Greece, especially in the last two decades. Today as Greek schools are no longer characterized by homogeny in their population at the cultural and linguistic level important changes have come about in the structure of our educational system in order to correspond to the challenges of the multicultural Greek classroom. These changes concern all types of schools and especially multigrade schools. The Headmaster of these schools is not only responsible for administrative duties but also for one, two or all the classes depending on the type of school which increases pressure on teaching time. The appearance of foreign students in multigrade schools increases the obligations of the Headmasters. This thesis seeks to set out the opinions of nine Headmasters of multigrade schools in Achaia about issues related to the efficiency of multigrade schools with the presence pf foreign students via semi structured interviews. Our results showed that the presence of foreign students increases the sense of responsibility about how to connect the skills of newly arrived immigrant or refugee students in the broader social structure to succeed in a more effective integration of these students. Also, Headmasters feel a heavy responsibility because of the volume of simultaneous teaching commitments that they will have to meet in conjunction with their administrative duties. A positive element in solving the issues raised is the fact that having a good atmosphere among the members of the school and the local community can and does deal with the various issues that arise from the presence of immigrant and refugee children in the multigrade schools that took part in this study.

Εξαιτίας της διαπολιτισμικής πραγματικότητας, στις επικοινωνιακές σχέσεις που δημιουργούνται μέσα στη σχολική κοινότητα, τα ερεθίσματα που ανταλλάσσονται αποκωδικοποιούνται βάσει του τρόπου που έχει κατακτήσει ο καθένας στα πλαίσια της δικής του κοινωνίας. Το γεγονός αυτό οδηγεί τόσο τους μαθητές όσο και τους εκπαιδευτικούς στο να αντιλαμβάνονται διαφορετικά τα ερεθίσματα που δέχεται ο ένας από τον άλλο. Οι αντιλήψεις που σχηματίζονται έχουν ως αποτέλεσμα προσδοκίες, δηλαδή, προβλέψεις για μελλοντικές συμπεριφορές που αναμένουν να εμφανιστούν. Οι αντιλήψεις και οι προσδοκίες με τη σειρά τους φαίνεται να αποτελούν παράγοντες που μπορούν να επηρεάσουν τη σχολική πορεία του μαθητή. / The communicative relationships that exist into the school community have changed because of the intercultural reality, causing effects to the stimuli that the persons involved in school exchange. The stimuli are decoded due to the way that each person is used to decode them in the terms of his own community. This fact lead both students and teachers to percept the stimuli they exchange in a different way each other. The perceptions that are shaped have as a result the creation of expectations. By expectations we mean the predictions about future behaviors that we expect to appear. The perceptions and the expectations seem to be factors that could affect the school progress of the student.

Förskollärarens inställning och arbetssätt till interkulturell undervisning Sex förskollärares inställning till och arbetssätt med interkulturell undervining.    Preschool teacher's attitude and approach to intercultural education Six preschool teachers' attitudes and approaches to intercultural undervining   Syftet med studien är att visa vilken inställning förskollärare har till  interkulturell undervisning i förskolan och vilka arbetssätt de använder sig av. Vi har gjort en kvalitativ studie där sex förskollärare intervjuades. Det teoretiska ramverket för studien utgår från Banks  fem dimensioner av interkulturell undervisning  Studiens resultat påvisade likheter och skillnader mellan förskollärares inställning till interkulturell undervisning. De likheter som framhävdes var förskollärarnas goda intentioner när det gäller att möta alla barn oberoende av kultur, etnicitet och religion. Förskollärare var positiva och intresserade till den interkulturella undervisningen. Skillnaden var förskollärarnas kunskap kring interkulturell undervisning där förskollärarna som arbetar på homogena förskolor påtalade brist på kunskap och utbildning till interkulturell undervisning. Vidare tydliggörs förskollärarnas arbetssätt med interkulturell undervisning. Resultatet påvisade att förskollärarnas inställning till interkulturell undervisning inte särskiljs av förskollärarens arbetsplats, etniskt homogen förskola eller interkulturell förskola. Data som samlades in och transkriberades visar att förskollärarna anser att interkulturell undervisning i förskolan är viktig för att ämnet ska vidare utvecklas. Vidare talar resultatet om förskollärarens känsla av brist på kunskap om undervisningsområdet och att det saknar riktlinjer och arbetssätt i styrdokumenten som presenterar hur förskolläraren ska agera i sitt uppdrag för att gynna barns integration.   Studien presenterar olika sätt för förskollärare att arbeta med interkulturell undervisning i förskolan.

This thesis critically examines constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools. Since 2008 the Cyprus Ministry of Education has officially adopted the Europeanized rhetoric of intercultural education and inclusion as the most effective approach to the increasing diversity in schools. As part of the wider reform of the education system aiming at the creation of the ‘democratic’ and ‘humane’ school, a new curriculum was introduced in 2010 to promote equality of opportunity for access, participation and attainment. Drawing on relevant key theoretical ideas, this study has developed a theoretical framework of intercultural education to assist the critical examination of constructions of intercultural education in Greek-Cypriot primary schools. For the purposes of this study, three-month long critical ethnographic case studies of intercultural education were constructed in three urban Greek-Cypriot primary schools with different profiles. Rich data was generated through in-depth, semi-structured interviews with head teachers, teachers and teachers of Greek as an additional language. The study also engaged in non-participant lesson and school observations, developed participatory methods with children, and undertook semi-participant observations of pupils’ play during breaks and of extra-curricular activities. Relevant policy and school documents were also analysed. The findings of this study reveal that constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools are characterized by contradictions, inconsistencies and a lack of theoretical understanding of issues related to cultural diversity and intercultural education. Different cultures and identities were constructed in different, though mainly, essentialist ways by teachers from the dominant cultural group. This study argues that the concept of cultural diversity needs to be treated with some caution, as it tends to homogenise non-dominant cultures and thus, it may obscure the complexities involved in engagement with and recognition of different Others. Key differences between the two mainstream schools and the ZEP (Zone of Educational Priority) school which participated in this study in terms of the degree of autonomy and financial support officially granted by the Ministry; the school leadership style and the head teacher’s construction of diversity and intercultural education; the composition of the pupil population; and the dominant institutional discourses about diversity affected the extent to which and the ways in which teachers exercised their agency in relation to intercultural education. Moreover, the teachers’ positioning in the Greek Cypriot society and the extent to which they had developed a political literacy and critical consciousness through their life and professional histories also affected their constructions of cultural diversity and intercultural education and the extent to which they perceived and exercised their role as agents of change. In turn, the ways in which cultural diversity and intercultural education were constructed in each class influenced the extent to which and the ways in which bilingual and/or bicultural children used their agency and negotiated their cultural positionings. The findings carry implications for policy and practice. The study highlights the need for a coherent theoretical framework of intercultural education to enable schools and teachers to develop a theoretically-grounded understanding of intercultural education and move beyond fragmented practices that leave structural inequalities and barriers to educational achievement unacknowledged and unaddressed.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-27T13:27:24Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Luciana Leite da Silva - 2014.pdf: 3399825 bytes, checksum: 877639e09b21f55b34365cfc319826ce (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-28T11:09:15Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Luciana Leite da Silva - 2014.pdf: 3399825 bytes, checksum: 877639e09b21f55b34365cfc319826ce (MD5) / Made available in DSpace on 2015-01-28T11:09:15Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Luciana Leite da Silva - 2014.pdf: 3399825 bytes, checksum: 877639e09b21f55b34365cfc319826ce (MD5) Previous issue date: 2014-08-08 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The proposal of analyzing the historical ideas of children from different cultural contexts has the aim of evaluating the reaching of theoretical references, that conducts the field of Didactics of History in Brazil and the intercultural approaches in the education of History. This research comes from a paradox lived in the classroom. In one side, the politics of ethnic and races. On the other side, the presence of Eurocentric tales in books as much as in teachers' and students' conversation. The experience in the course of Intercultural Education for Indian Teachers opened new perspectives of analyses about this question, as showed other problems that mark the conflituous relations between the indian and non-indian societies. Beyond the land questions, as are frequently showed in the media, we aim to ascertain the different ways of narrating the being in the world, so that we can think about an intercultural historical learning that treats the diversity in a more embracing way than the antiracists speeches. / A proposta de analisarmos as ideias históricas de crianças pertencentes a diferentes contextos culturais tem como principal objetivo avaliar o alcance dos referenciais teóricos, que orientam o campo da Didática da História no Brasil, e as propostas de abordagens interculturais no ensino de história. Esta pesquisa parte de um paradoxo vivenciado em sala de aula. Por um lado, as políticas públicas educacionais com as determinações legais sobre a educação para as relações etnicorraciais. Por outro, a presença de narrativas essencialmente eurocêntricas, tanto nos livros didáticos quanto nas expressões de grande parte dos estudantes e dos professores. A experiência no curso de Educação Intercultural para Professores Indígenas abriu novas perspectivas de análise acerca desta questão assim como apresentou outras problemáticas que marcam as relações conflituosas entre sociedades indígenas e não indígenas. Para além das questões territoriais, como habitualmente são representados estes conflitos na mídia, a subalternização das formas de lidar com os marcadores temporais, de elaborar e de comunicar os saberes se constituem como fatores que balizam a relação entre Estado Nacional e Territórios Indígenas. Neste sentido, nos propomos aqui a verificar diferentes formas de narrar o ser e estar no mundo, para então pensarmos uma aprendizagem histórica intercultural que reconheça/amplie os limites de nossas orientações conceituais e trate a diversidade de forma mais contundente que os atuais discursos antirracistas.

Submitted by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-05-03T20:34:54Z No. of bitstreams: 1 Dissertação - Lucas Antunes Furtado.pdf: 1945553 bytes, checksum: 7ce23be3e88024393a2b8e7618859e97 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-05-03T20:35:20Z (GMT) No. of bitstreams: 1 Dissertação - Lucas Antunes Furtado.pdf: 1945553 bytes, checksum: 7ce23be3e88024393a2b8e7618859e97 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-05-03T20:36:22Z (GMT) No. of bitstreams: 1 Dissertação - Lucas Antunes Furtado.pdf: 1945553 bytes, checksum: 7ce23be3e88024393a2b8e7618859e97 (MD5) / Made available in DSpace on 2016-05-03T20:36:22Z (GMT). No. of bitstreams: 1 Dissertação - Lucas Antunes Furtado.pdf: 1945553 bytes, checksum: 7ce23be3e88024393a2b8e7618859e97 (MD5) Previous issue date: 2015-12-28 / FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas / This work will focus on intercultural pedagogical practice of / the teacher / the Munduruku in the State School boiler Esther Cardoso, located at Kwata community of Indigenous Kwata- Orangery Municipality of Borba / Am. It is mainly aimed to "identify and analyze the pedagogical practice of / the teacher / the Munduruku of elementary school final years, the indigenous school Kwata community and its relationship with the cultural elements Munduruku". Initially, we tried to identify the cultural elements of the Munduruku people and check the intercultural pedagogic practice / a teacher / a community school. The work was developed through a case study that used as data collection technique: The observation, semistructured interviews and document analysis. The data collected were given a qualitative approach. From the dialogues between the objectives outlined, the data collected and foundational theories, we got the following considerations: Some / the teacher / the Munduruku need to better understand what is and what is the meaning of intercultural education. Such a claim derives from the fact that most / the teacher / the show understand and, where possible, promote a dialogue between disciplines and cultural elements present in the community. There are those / those who are content to identify and name a classroom, stereotyped cultural aspects of Munduruku people, that is, are content to relate the cultural elements as an "object" or "accessory" and this may prevent the real aspects cultural that are "alive" in the reality of Kwata community are seen and seized. This practice, which can be identified as relational intercultural teaching practice does not answer, in our opinion, the expectations of / the own / the teachers / as, of leaders and community / as in general / Este trabalho versará sobre a prática pedagógica intercultural dos/as professores/as Munduruku na Escola Estadual Ester Caldeira Cardoso, localizada na comunidade de Kwatá da Terra Indígena Kwatá-Laranjal do Município de Borba/Am. Tem como objetivo central identificar e analisar a prática pedagógica dos/as professores/as Munduruku do ensino fundamental, anos finais, na escola indígena da comunidade de Kwatá e sua relação com os elementos culturais Munduruku. Inicialmente, buscamos identificar os elementos culturais do povo Munduruku e verificar a prática pedagógica intercultural do/a professor/a na escola da comunidade. O trabalho foi desenvolvido através de um estudo de caso que utilizou como técnica de coleta de dados: a observação, a entrevista semi-estruturada e análise de documentos. Os dados coletados receberam uma abordagem qualitativa. A partir dos diálogos entre os objetivos traçados, os dados levantados e as teorias fundantes, chegamos as seguintes considerações: alguns/algumas professores/as Munduruku precisam compreender melhor o que é e qual o sentido de uma educação intercultural. Tal afirmação decorre do fato de a maioria dos/as professores/as demonstrarem compreender e, dentro do possível, promoverem um diálogo entre as disciplinas e os elementos culturais presentes na comunidade. Existem aqueles/as que se satisfazem em identificar e citar, em sala de aula, aspectos culturais estereotipados do povo Munduruku, ou seja, se satisfazem em relacionar os elementos culturais como um “objeto” ou “acessório” e isto pode impedir que os reais aspectos culturais que estão “vivos” na realidade da comunidade de Kwatá sejam vistos e apreendidos. Essa prática, que pode ser identificada como prática pedagógica intercultural relacional não atende, segundo nosso entendimento, as expectativas dos/as próprios/as professores/as, das lideranças e comunitários/as em geral

Submitted by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-03-28T17:48:34Z No. of bitstreams: 1 TESE _Copiao_June 26_final Edited 2014 (1).pdf: 4477437 bytes, checksum: 9b9050e5392fdb4cc1ddd54076246b93 (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-03-28T18:01:26Z (GMT) No. of bitstreams: 1 TESE _Copiao_June 26_final Edited 2014 (1).pdf: 4477437 bytes, checksum: 9b9050e5392fdb4cc1ddd54076246b93 (MD5) / Made available in DSpace on 2017-03-28T18:01:26Z (GMT). No. of bitstreams: 1 TESE _Copiao_June 26_final Edited 2014 (1).pdf: 4477437 bytes, checksum: 9b9050e5392fdb4cc1ddd54076246b93 (MD5) / O mundo das relações sociais e culturais de hoje exige novas políticas no domínio do ensino de línguas. A importância dos aspectos interculturais no ensino de uma língua estrangeira cresceu nos últimos anos e tornou-se o principal tema, em estudos que se relacionam com o processo de ensino e aprendizagem como uma prática social. Além de uma perspectiva multicultural, há a perspectiva de educação intercultural. O ensino integrado de língua alemã é visto, neste contexto, como um campo fértil para desenvolver a aprendizagem intercultural, baseada na integração de conteúdos e aspectos linguísticos. Aqui são empregadas considerações para a integração de conteúdo e aprendizagem de línguas (Content and Language Integrated Learning - CLIL), na sua forma e nos seus desafios e suas influências no processo de aprendizagem intercultural de uma língua estrangeira. Este trabalho propõe uma reflexão sobre o estado atual das pesquisas na área de CLIL, no domínio da aprendizagem intercultural e de suas abordagens teóricas. O estudo foi realizado com base na avaliação de programa, aplicado em uma turma de aprendizagem integrada, do 7o ano de uma escola bilíngue, português-alemão, no Rio de Janeiro. O objetivo foi identificar evidências de êxito do programa no desenvolvimento de competência intercultural (CI). Para examinar o nível de CI dos alunos e professor do programa, foi aplicada uma ferramenta de pesquisa padronizada (IDI) aos alunos e seu professor e os resultados foram comparados aos de uma classe do 7o ano do Ensino Fundamental II (EFII), na mesma escola. O ensino de línguas é considerado sob os aspectos da competência intercultural e sua integração na prática. Os resultados desta pesquisa contribuem para a efetiva integração de conteúdos, fatores culturais e linguísticos e o desenvolvimento e adaptação de modalidades de ensino nas escolas com proposta bilíngue. / The world of social and cultural relations today requires new policies in the field of language teaching. The importance of intercultural aspects in the teaching of a foreign language has grown in recent years and has become the main theme in studies that relate to teaching as social practice and the current context in which the learning process takes place. Apart from a multicultural perspective, there is the perspective of intercultural education. The integrated teaching of the German language in the school context is seen as a fertile ground for developing intercultural learning based on the integration of content and linguistic aspects. Considerations for integrating content and language learning (CLIL) , its design and challenges as well as influences on intercultural learning process of a foreign language in the Brazilian scenario are employed here . This study aims at reflecting on the current research in the area of CLIL in the field of intercultural learning and its theoretical approaches. To this end a program evaluation of a 7th grade class studying German as a foreign language was conducted to identify evidence of intentional teaching aiming at the development of intercultural competence (IC). To examine the IC of students and their teacher in the program, a standardized survey examining IC was administered and compared to another class of 7th graders studying German as L2 in the same school. The teaching of foreign languages in schools will be considered under the aspects of IC and its integration in bilingual teaching practices. This study is based on a socio-cultural perspective of language and focuses on the relationship between language and social structure. The results of this study will contribute to the effective integration of content, cultural and linguistic factors and the development and adaptation of teaching methods in schools . This research also provides an overview of the teaching of the German language in Brazil and follows the concepts and dimensions of bilingualism or teaching German as a foreign and second language and deals with the aspect of intercultural learning in a school in Rio de Janeiro.

Intercultural education in Sweden is needed more than ever, because preschools are increasingly characterized by groups of children with diverse backgrounds. Guided play is an ideal educational tool for preschool teachers to promote intercultural values, since it combines the joy of play with cultural learning, so I wanted to investigate whether this tool is being utilized or not. This study explores how preschool teachers define intercultural education; the ways preschool teachers use guided play to promote intercultural values; and which (if any) differences there are in teachers’ practices to promote intercultural values depending on the extent of cultural and linguistic diversity present in the group of children they work with. The study also considers preschool teachers’ ideas about what educational policymakers could do to facilitate the endeavor of promoting intercultural values at preschool. The study is based on six semi-structured, individual interviews with preschool teachers who currently work in Swedish preschools. The research results show that there are a number of definitions for intercultural education in use by Swedish preschool teachers, rather than a single, universal definition, and that guided play is used a lot in both direct and indirect ways to promote intercultural values by preschool teachers. This study contributes to a deeper understanding of four key findings: 1) the definition of intercultural education is interpreted in different ways by preschool teachers; 2) preschool teachers use guided play in a variety of ways to promote intercultural values; 3) the way the preschool teachers work with intercultural values depends on whether children have reached verbal ability or whether the majority of the group speak the Swedish language; 4) preschool teachers believe that educational policymakers can contribute to their endeavor in promoting intercultural values in preschool education by a variety of ways.

El presente trabajo consta de la propuesta del Centro Cultural ubicado en la ciudad de Pisco, que trae consigo el hecho de querer difundir el interés por las artes, música y el desarrollo de habilidades y talentos que complementen el crecimiento personal. El arte y la cultura forman parte importante de una sociedad y en la mayoría de casos, logra contribuir en la mejora de la población como comunidad que aporta al desarrollo de su territorio. Esta provincia presenta un gran número de niños y jóvenes que necesitan además de una buena educación, el incentivo por desarrollar otras destrezas que puedan encaminarlos en su desarrollo personal y profesional, tema que actualmente no está resuelto. Tras el Terremoto del 2007, se generó un gran retraso en su desarrollo, lo que resultó que las autoridades tengan un mayor enfoque en el sistema de vivienda y dejen de lado los temas educativos, culturales recreacionales y recuperación de espacios públicos. Este proyecto busca ser un ícono memoria de la ciudad, ya que, tras la tragedia del 2007, se perdió gran parte del patrimonio cultural de este Centro Histórico. Entonces la propuesta toma las características arquitectónicas de este lugar, además de acompañarlo con la materialidad del sitio, paleta de colores y vegetación, que realza este énfasis en el proyecto. Adicionalmente, se otorga espacios públicos en los diferentes niveles, que hacen que el proyecto se enriquezca y que pueda ser parte importante no solo del recreo, sino también parte de la educación intercultural diaria de la población. / The present work consists of the proposal of the Cultural Center located in the city of Pisco, which brings with it the fact of wanting to spread interest in the arts, music and the development of skills and talents that complement personal growth. Art and culture are an important part of a society and in most cases, it contributes to the improvement of the population as a community that contributes to the development of its territory. This province presents a large number of children and young people who need, in addition to a good education, the incentive to develop other skills that can guide them in their personal and professional development, an issue that is currently not resolved. After the Earthquake of 2007, there was a huge delay in its development, which resulted in the authorities having a greater focus on the housing system and neglecting educational, cultural and recreational issues including the recovery of public spaces. This project seeks to be a memory icon of the city, since, after the tragedy of 2007, much of the cultural heritage of this Historic Center was lost. Therefore, the proposal takes the architectural features of this place, in addition to accompanying it with the materiality of the site, color palette and vegetation, which enhances this emphasis on the project. Additionally, public spaces are given at different levels, which make the project richer and can be an important part not only of recreation, but also part of the daily intercultural education of the population. / Tesis