Elements that characterize the URACCAN Intercultural Community Academic Model

Abstract

This article focuses on the need to present a proposal for an intercultural community academic model to the University of the Autonomous Region of the Nicaraguan Caribbean Coast (URACCAN), as objectives of the research, it is visualized to characterize the elements that constitute the intercultural community academic model of URACCAN in educational practice, thereby outlining the intercultural community academic model of URACCAN, considering the actions of planning, orientation and academic evaluation based on the findings in the year 2021.

The qualitative theoretical sample focused on career or academic area coordinators, permanent and middle-time teachers, and senior students; the approach used was ethnomethodological with the interpretive paradigm; the methods and techniques that were applied are the in-depth interviews; discussion group (group interview) and documentary analysis of three essential documents.

The main findings are based on the concern of each informant consulted, in the materialization of the written actions in the educational project, pedagogical model and others, by exposing the proposals towards the academic, pedagogical, gender, intercultural and educational practices in the classrooms. They also aim to understand, practice and internalize the concept of interculturality in all levels, to attend to diversity from the intercultural context.