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1
artículo
A transversalização da interculturalidade em documentos de gestão em universidades interculturais é um desafio organizacional, acadêmico e político, pois é responder aos diferentes contextos dos povos indígenas amazônicos andinos. Nesta perspectiva, é importante determinar se existe uma relação entre a globalização da educação e o diálogo dos saberes na estrutura da abordagem intercultural. A pesquisa usou a abordagem quantitativa, a metodologia foi de correlacional causal, as amostras foram os documentos de gestão das quatro universidades interculturais do Peru, o nível de significância foi de 5% e foi utilizado o teste de análise correlacional de Pearson, obtido -0,969 de acordo com a prova de hipóteses, sendo uma correlação indireta entre as duas variáveis.
2
artículo
Publicado 2022
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A transversalização da interculturalidade em documentos de gestão em universidades interculturais é um desafio organizacional, acadêmico e político, pois é responder aos diferentes contextos dos povos indígenas amazônicos andinos. Nesta perspectiva, é importante determinar se existe uma relação entre a globalização da educação e o diálogo dos saberes na estrutura da abordagem intercultural. A pesquisa usou a abordagem quantitativa, a metodologia foi de correlacional causal, as amostras foram os documentos de gestão das quatro universidades interculturais do Peru, o nível de significância foi de 5% e foi utilizado o teste de análise correlacional de Pearson, obtido -0,969 de acordo com a prova de hipóteses, sendo uma correlação indireta entre as duas variáveis.
3
artículo
Publicado 2025
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Interculturality refers to the presence and equal interaction of diverse cultures and the possibility of generating shared cultural expressions, acquired through dialogue and an attitude of mutual respect. Within this framework, we will discuss the guidelines proposed by the Ministry of Education (MINEDU) that enable the implementation of an educational policy with a more effective intercultural approach, as well as its relationship with the use of native languages. In the first part, there is a brief description of the universities categorized as intercultural in Peru ; secondly, there is an exposition of the legal bases on the treatment of languages in higher education with an intercultural approach ; thirdly, there is a presentation of the axes that will contribute to the adequate implementation of this approach ; and finally, the efforts of application of three guidelines in a pionee...
4
artículo
Publicado 2020
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The purpose of this article is to reflect on the Muiskanoba pedagogical innovation experience, which has education and living as its axes, in relation to the production category of the social space. The implemented methodology is, mainly, the qualitative paradigm. We take as a reference the AI, researchlearning (Panqueba & Huérfano, 2006), which is based on the recognition of the students as main actors in the pedagogical process and of the teachers as knowledges who guide and co-apprehend the teaching process -learning. This experience has been developed in the school “Bachillerato Técnico Comercial Santa Ana” during the years 2019 and 2020, although it is necessary that the educational proposal has been implemented in the institution since 2002. A main aspect that we want to put into dialogue is the construction of ancestral territorial identity in the municipality: we demons...
5
artículo
Publicado 2024
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Ethnic and peasant communities, due to their realities, histories, and contexts, have managed their conflicts by resorting to their own experiences framed by cultural and identity matrices. This may be since conventional or State-driven conflict resolution and management mechanisms have often been proposed and imposed with a lack of knowledge of the realities of these communities. Particularly, this type of conflict management has had a place in the management of conflicts involving culturally different communities. In this type of conflicts, territory is almost always the trigger, due to the way each culture has an interpretation or connection with it. This is precisely where the case study between the Emberas Chamí of the Dachi Agoré Drua Resguardo and the surrounding peasant communities comes in. These two populations have given a different connotation to the territory, which has al...
6
artículo
Publicado 2022
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A reflective assessment of teaching praxis’ notions and beliefs becomes essential in instructing learners to effectively interact in intercultural encounters. Arguments in favor of teaching the intercultural component have been promoted for years but have not fully reached systematic incorporation in foreign language education in Latin American countries. This paper examines the concept of the intercultural mediator, approaching key questions (why, what, and how) that emerge when integrating intercultural objectives in the language classroom supported on theoretical frameworks and insights from the authors’ teaching experience. The methodology used was an exploratory qualitative document review. Scientific articles published in reliable databases were consulted to answer the questions targeting intercultural communicative competence teaching. The main objective is to invigorate the d...
7
artículo
This review paper addresses the need to infuse intercultural learning in the language classroom. The body of literature offers evidence of language approaches and methods that can potentially benefit the foreign/second language classroom by shifting from traditional practice to more active, participatory, and interculturally infused teaching. Teaching a foreign/second language comprehensively requires the inclusion of the intercultural component to equip learners with the ability to interact in increasingly intercultural contexts. Therefore, this paper proposes a model to design language and intercultural tasks in the language classroom. The methodology applied in this paper is based on a qualitative approach by reviewing the literature to gather insights to facilitate an intercultural approach based on a hybrid pedagogy merging Content and Language Integrated Learning (CLIL) and Project...
8
artículo
Publicado 2024
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This review paper addresses the need to infuse intercultural learning in the language classroom. The body of literature offers evidence of language approaches and methods that can potentially benefit the foreign/second language classroom by shifting from traditional practice to more active, participatory, and interculturally infused teaching. Teaching a foreign/second language comprehensively requires the inclusion of the intercultural component to equip learners with the ability to interact in increasingly intercultural contexts. Therefore, this paper proposes a model to design language and intercultural tasks in the language classroom. The methodology applied in this paper is based on a qualitative approach by reviewing the literature to gather insights to facilitate an intercultural approach based on a hybrid pedagogy merging Content and Language Integrated Learning (CLIL) and Project...
9
artículo
Publicado 2022
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Intercultural universities are a special type of university created by the Congress of the Republic in response to the demands of the country's indigenous peoples, both Andean and Amazonian. They are institutions different from conventional universities and promote an unrestricted respect for their own culture and social dynamics. They take on the great challenge of becoming tools to reduce the worrying gaps in access to higher education faced by our indigenous youth, which make us a country with little chance of solving crucial problems affecting ethnic groups under the threat of extermination of ancestral knowledge and traditions unique in the world. Intercultural universities are thus part of the productive system of the peoples and manage intercultural knowledge within the framework of a scientific and technological system that promotes the development of native cultures based on the...
10
artículo
In this article we argue that play is a fundamental process for human development, and a necessary tool for the construction of inclusive, intercultural societies. After a brief discussion of the theoretical framework for approaching play as a developmental factor and understanding its relationship with education, we present a collection of Shipibo-Konibo games and some of their possible uses as pedagogical tools. The general intention of this article is to frame play as a developmental process that cannot be ignored if education is to promote interculturality and justice in individuals and societies.
11
artículo
En este artículo argumentamos a favor del juego como un espacio fundamental para el desarrollo humano y una herramienta necesaria para la construcción de sociedades interculturales y democráticas. Luego de un breve marco conceptual en el que se presenta el juego como un factor de desarrollo y se aborda la relación que este tiene con los procesos pedagógicos, presentamos una recopilación de juegos del pueblo shipibo-konibo, pueblo indígena de la Amazonía del Perú, y algunas ideas para su aprovechamiento como herramienta educativa. La idea general del artículo es reflexionar sobre cómo el juego infantil constituye un proceso que no se pude soslayar si se quiere contribuir a desarrollar individuos y sociedades interculturales, justas e inclusivas.
12
artículo
In this article we argue that play is a fundamental process for human development, and a necessary tool for the construction of inclusive, intercultural societies. After a brief discussion of the theoretical framework for approaching play as a developmental factor and understanding its relationship with education, we present a collection of Shipibo-Konibo games and some of their possible uses as pedagogical tools. The general intention of this article is to frame play as a developmental process that cannot be ignored if education is to promote interculturality and justice in individuals and societies.
13
artículo
Publicado 2019
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This article presents the results from a qualitative and comparative study. The general objective was to identify the conceptions of interculturality of teachers in two intercultural bilingual Shipibo-Spanish schools in Lima and Ucayali, and describe how they are incorporated in their teaching practices and curricular planning. The methodology included a semi-structured interview, classroom observations, and the analysis of learning units. Findings resulted from a process of data reduction and triangulation. Prevalent themes were: the affirmation of their own culture, the encounter with other languages and cultures, and the exchange among cultures. There was a relation between teachers’ conceptions and their classroom practices. Regarding curricular planning, there were differences in the incorporation of contents with an intercultural perspective between the schools in Lima and Ucayal...
14
artículo
Publicado 2019
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Este artículo presenta resultados de una investigación cualitativa y comparativa. Tuvo como objetivo general identificar las concepciones de interculturalidad de los docentes de dos escuelas interculturales bilingües shipibo-castellano en Lima y dos en Ucayali, y describir cómo están presentes en su práctica educativa de aula y planificación curricular. La metodología incluyó entrevistas semiestructuradas, observaciones y análisis de unidades de aprendizaje. Los resultados pasaron por un proceso de reducción de datos y triangulación. En la concepción de interculturalidad de los maestros se encontraron temáticas prevalentes: afirmación de la cultura propia, encuentro con otras lenguas y culturas e intercambio entre culturas. Se encontró relación entre sus concepciones y sus prácticas en aula. Mientras que la planificación curricular muestra diferencias en la incorpora...
15
artículo
Publicado 2019
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This article presents the results from a qualitative and comparative study. The general objective was to identify the conceptions of interculturality of teachers in two intercultural bilingual Shipibo-Spanish schools in Lima and Ucayali, and describe how they are incorporated in their teaching practices and curricular planning. The methodology included a semi-structured interview, classroom observations, and the analysis of learning units. Findings resulted from a process of data reduction and triangulation. Prevalent themes were: the affirmation of their own culture, the encounter with other languages and cultures, and the exchange among cultures. There was a relation between teachers’ conceptions and their classroom practices. Regarding curricular planning, there were differences in the incorporation of contents with an intercultural perspective between the schools in Lima and Ucayal...
16
artículo
Publicado 2024
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A presente pesquisa é de natureza qualitativa e tem como objetivo determinar os critérios e parâmetros para a avaliação da competência comunicativa oral e intercultural na língua quíchua, a fim de propor um instrumento e uma rubrica que meça o nível de domínio oral das referidas competências. inter-relacionados entre si. Este instrumento foi submetido à avaliação de especialistas e posteriormente aplicado a estudantes universitários de Ciências Sociais e Humanas de língua quíchua da Universidade Nacional Federico Villarreal selecionados através da aplicação de uma ficha de diagnóstico. O estudo resultou que, para avaliar as competências comunicativas orais e interculturais na língua quíchua e em outras línguas indígenas do país, é necessário considerar as dimensões linguísticas, sociolinguísticas e pragmáticas desse conhecimento; Da mesma forma, os aspe...
17
artículo
Nearly 500 years ago, the “Cajamarca encounter” between the Spanish conquerors and the Inca Atahualpa symbolized the lack of communication Peru was founded on. This event decisively conditioned the power structure during colonial times and even later in the republic. However, during this prolonged period, many indigenous and Afro-descendants Peruvian cultures, subordinate and marginalized, have experienced dissimilar processes of intercultural communication. There is a growing back and forth flow of communication between cultures considered subordinate and hegemonic. There also are multiple contacts between indigenous cultures and in-between these and others, such as the Afro-descendant. This process of communication –and, simultaneously, affirmation of cultural identities– has gained a new impetus: it unfolds vigorously in rural areas and in cities. Moreover, cultural iden...
18
artículo
Nearly 500 years ago, the “Cajamarca encounter” between the Spanish conquerors and the Inca Atahualpa symbolized the lack of communication Peru was founded on. This event decisively conditioned the power structure during colonial times and even later in the republic. However, during this prolonged period, many indigenous and Afro-descendants Peruvian cultures, subordinate and marginalized, have experienced dissimilar processes of intercultural communication. There is a growing back and forth flow of communication between cultures considered subordinate and hegemonic. There also are multiple contacts between indigenous cultures and in-between these and others, such as the Afro-descendant. This process of communication –and, simultaneously, affirmation of cultural identities– has gained a new impetus: it unfolds vigorously in rural areas and in cities. Moreover, cultural iden...
19
artículo
This research is focused on the description and analysis of the initial training received by primary education teachers in Andalusia in connection with work in culturally diverse contexts. To this end, a qualitative method design with a descriptive and interpretive approach was chosen, using documental and content analysis as a research technique. This allows the identification and study of references to cultural diversity, explicit and implicit, present in the different dimensions of analysis: objectives, competencies, contents, learning outcomes, formative strategies and evaluation systems. The results indicate that, although all the curricular designs examined include references to cultural diversity, these references are scarce. Additionally, planning and coordination in relation to the intercultural competencies acquisition process is not observed, nor their crosswise treatment alo...
20
artículo
Publicado 2025
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Em resposta aos processos de colonização e às práticas assimilacionistas das instituições educacionais, estão sendo feitos progressos em direção a políticas educacionais interculturais para o reconhecimento e a revitalização de idiomas e conhecimentos indígenas. Esse é o caso do conhecimento cultural mapuche e suas expressões presentes na vida cotidiana de crianças e jovens. Uma dessas formas de conhecimento é o epew (narração de histórias mapuches), que representa um recurso cultural tradicional que pode ser incorporado às instituições educacionais por meio de uma pedagogia com perspectiva intercultural. Espera-se que a identidade cultural seja fortalecida por meio de um diálogo de conhecimentos através da compreensão crítica de textos que favoreçam a coexistência em uma sociedade intercultural. Este trabalho propõe uma didática para a intertextualidade a ...
