<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962023000400007</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La formación profesional intercultural de los estudiantes de la carrera de Español en China]]></article-title>
<article-title xml:lang="pt"><![CDATA[A formação profissional intercultural de grandes estudantes espanhóis na China]]></article-title>
<article-title xml:lang="en"><![CDATA[The intercultural professional training of students of the Spanish major in China]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Li]]></surname>
<given-names><![CDATA[Ping]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Breijo Worosz]]></surname>
<given-names><![CDATA[Taymi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Linyi  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>China</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Pinar del Río "Hermanos Saiz Montes de Oca"  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>21</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962023000400007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962023000400007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962023000400007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La interculturalidad como modelo de gestión de la diversidad cultural, encuentra en la educación un eje para influir en las demás instituciones de las comunidades educativas. De ahí que esta se ha utilizado, para la investigación de problemas comunicativos entre personas de diferentes culturas y la discriminación de etnias, principalmente en el ámbito de la educación. Por ende, la formación intercultural se encuentra como uno de los retos de la educación superior contemporánea, por ser un aspecto de gran importancia y pertinencia por su contribución a la formación integral de los profesionales. El objetivo de este artículo fue realizar una aproximación al proceso de formación profesional intercultural en los estudiantes la Carrera de Español de la Universidad de Linyi, China. En el nivel empírico se empleó el análisis documental en bases de datos internacionales para la recogida de información Scielo, Latindex, Redalyc, Dialnet, Ebsco Host, Scopus y Google Académico. Se utilizó como motor de búsqueda principal los términos formación intercultural y competencia intercultural en lenguas extranjeras. También se realizó el análisis de los documentos normativos de la carrera Español de la Universidad, para constatar el tratamiento de la formación intercultural y sus contenidos. Se aplicó la entrevista no estructurada a profesores del área de comunicación de la carrera de Español. Se encontró que lo manuales de español no abordan la formación intercultural, los docentes tienen carencias al respecto, aunque existe reconocimiento de la importancia de la formación intercultural en español como lengua extranjera en el contexto chino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A interculturalidade como modelo de gestão da diversidade cultural encontra na educação um eixo para influenciar outras instituições nas comunidades educativas. Por isso, tem sido utilizado para investigar problemas de comunicação entre pessoas de diferentes culturas e discriminação étnica, principalmente no campo da educação. Portanto, a formação intercultural é um dos desafios do ensino superior contemporâneo, pois é um aspecto de grande importância e relevância pela sua contribuição para a formação integral dos profissionais. O objetivo deste artigo foi fazer uma abordagem ao processo de formação profissional intercultural em estudantes do curso de espanhol da Universidade de Linyi, China. No nível empírico, utilizou-se análise documental em bases de dados internacionais para coleta de informações do Scielo, Latindex, Redalyc, Dialnet, Ebsco Host, Scopus e Google Scholar. Os termos formação intercultural e competência intercultural em línguas estrangeiras foram utilizados como principal motor de busca. Também foi realizada a análise dos documentos normativos do curso de espanhol na Universidade, para verificar o tratamento da formação intercultural e seus conteúdos. A entrevista não estruturada foi aplicada a professores da área de comunicação do curso de espanhol. Verificou-se que os manuais espanhóis não abordam a formação intercultural, os professores apresentam lacunas neste aspecto, embora haja reconhecimento da importância da formação intercultural em espanhol como língua estrangeira no contexto chinês. `]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Interculturality as a management model for cultural diversity finds in education an axis to influence the other institutions of the educational communities. Hence, it has been used to investigate communication problems between people of different cultures and ethnic discrimination, mainly in the field of education. Therefore, intercultural training is one of the challenges of contemporary higher education, as it is an aspect of great importance and relevance due to its contribution to the comprehensive training of professionals. The objective of this article was to make an approximation to the process of intercultural professional training in the students of the Spanish Course of the University of Linyi, China. At the empirical level, documentary analysis was used in international databases for the collection of information Scielo, Latindex, Redalyc, Dialnet, Ebsco Host, Scopus and Google Scholar. The terms intercultural training and intercultural competence in foreign languages were used as the main search engine. The analysis of the normative documents of the Spanish career of the University was also carried out, to verify the treatment of intercultural training and its contents. The unstructured interview was applied to teachers in the communication area of the Spanish major. It was found that the Spanish manuals do not address intercultural training, teachers have deficiencies in this regard, although there is recognition of the importance of intercultural training in Spanish as a foreign language in the Chinese context.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[cultura]]></kwd>
<kwd lng="es"><![CDATA[educación intercultural]]></kwd>
<kwd lng="es"><![CDATA[formación]]></kwd>
<kwd lng="es"><![CDATA[interculturalidad]]></kwd>
<kwd lng="pt"><![CDATA[cultura]]></kwd>
<kwd lng="pt"><![CDATA[educação intercultural]]></kwd>
<kwd lng="pt"><![CDATA[formação]]></kwd>
<kwd lng="pt"><![CDATA[interculturalidade]]></kwd>
<kwd lng="en"><![CDATA[culture]]></kwd>
<kwd lng="en"><![CDATA[intercultural education]]></kwd>
<kwd lng="en"><![CDATA[training]]></kwd>
<kwd lng="en"><![CDATA[interculturality]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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