développement de l'éducation interculturelle par l'enseignement-apprentissage du français langue étrangère (FLE): une analyse de la littérature

There is no doubt that intercultural education in school contexts is not making any progress. To inquire about this, the main objective of this contribution was to describe the importance of approaching intercultural education, through a teaching-learning process of FLE, by means of a literature review. Our exploration is executed by means of a meta-analysis carried out with 22 research articles of the most relevant studies carried out, both nationally and internationally, published in scientific journals in the years 2006-2020, in the Dialnet, Scopus database. The results reveal that, at the state level, there is hardly any empirical research associated with the contributions of the FLE in the development of intercultural education. Moreover, it is remarkable the implicit and explicit absence of intercultural competences in the curriculum of the different works analyzed. The few studies selected are characterized by their good intentions to pretend the implementation with some brushstrokes of intercultural education in the field of FLE, however, this do not clearly represent the different cultural realities of their school contexts, they are focusing their interest on visualizing certain cultures and hiding others. It ends with proposals, such as the introduction of real supports to intercultural education, which avoid the consequences of cultural biases in the curriculum, which reproduce social inequalitie. No cabe duda que la educación intercultural en los contextos escolares no avanza. Para indagar al respecto, el objetivo principal fue describir la importancia de abordar la educación intercultural, a través de la enseñanza-aprendizaje de FLE, mediante una revisión de la literatura. Nuestra exploración se ejecuta, mediante un meta-análisis llevado a cabo con 22 aportaciones más relevantes realizados, tanto a nivel nacional como internacional, publicados en revistas científicas en el periodo 2006-2020, en la base de datos Dialnet, Scopus, etc. Los resultados revelan que, a nivel estatal, apenas existen investigaciones empíricas asociadas a las aportaciones del FLE en el desarrollo de la educación intercultural. Asimismo, queda palpable la ausencia implícita y explícita de las competencias interculturales en el currículum de los distintos trabajos analizados. Las investigaciones se caracterizan por sus buenas intenciones de aparentar la implementación con algunas pinceladas de la educación intercultural en materia de FLE, sin embargo, no representan de m