Mg. (Dnda) Stela Maris Ferrarese Capettini
According to Humberto Maturana we are in our lenguajear and our communicate. That to communicate composes of two parts, oral communication and communication of expressions and attitude – corporal action. Both parts constitute a message. According to Echo the message you can distort for the appearance of “noises” in the communication process.
The school in saying of Geertz is that “it schemes of the society” in the one that each girl knits “the warp of her own life.”
In the school interaction the girls of different ethnic identities – cultures possess different codes comunicacionales those that inhibit the communication process – interaction relacional among them and between them and their teachers for the ignorance of their codes comunicacionales on the part of the teachers and other partners of school course and for the sociocultural prejudices that the dominant society possesses on the societies migradas and different culturally.
Is our study to analyze ¿What does say the body of the speaking Quechua girls in their interaction with other girls in the moment of the game in the school recess of the common primary school Nº1? ¿The corporal communication (not verbal) is it synonymous of the oral one? ¿Does all influence the cultural diversity in the human communication in the school and as much as in the process Teaching – Learning? ¿In what level does it affect or not this communication the existence of prejudices about some cultural ethnic identities? What does it happen in the games carried out in the school recess in the cultural diversity?