Article
Spanish
ID: <
oai:doaj.org/article:ae792e931ded499b94d8d9c2e5bb1864>
·
DOI: <
10.5377/ruc.v23i2.8926>
Abstract
The aim of this test is to provide some reflections on intercultural education in the Autonomous Regions based on the experiences of the Regional Autonomous Education System (SEAR) and the University of the Autonomous Regions of the Caribbean Coast, Nicaragüense (URACCAN), two processes developed in the area of education as a human right claim of indigenous peoples, Afro-descendants and ethnic communities in the region. Processes, where there is great progress, there are also many challenges to overcome in moving towards education, which a day dreamed by women and men from the Caribbean Coast. Quality education for life is education based on its own philosophy of life, from its own cosmovision and according to the principles and practices of good living, is one of the main historical demands of the original peoples, which has undoubtedly been present in the Caribbean coast Nicaragüense (Hooker-Blandford, 2017), which is reflected in the regional regional education system and the creation of relevant educational bodies, in the case of the Intercultural Community University, URACCAN. Both SEAR and URACCAN represent a ‘historic’ leap in terms of their explicit and articulated integration of the intercultural and gender approach as the structuring axes of the educational model, thus integrating the proposal of two social stakeholders: indigenous and Afro-descendant organisations and women’s organisations. Building on the above, reflections are on education for change, gender and interculturalism in SEAR, Intercultural Community University, Interculturalisation of Higher Education, challenges to achieving interculturalisation of higher education.