Transforming pedagogies from intercultural university curricula

Abstract

Currently, the phenomena of racism and cultural discrimination in which we live demand a profound review of the pedagogical practices and educational innovation that have been established in universities. Therefore, it is vital to transform and create the transversality of an intercultural curricular policy that assumes the knowledge from the cultural differences inherent in the different areas and contents of the curriculum to fill out pedagogical responses to a political proposal of cultural rights and relevance. This essay had the purpose of characterizing the State of Art of curriculum management at the University of the Autonomous Regions of the Nicaraguan Caribbean Coast (URACCAN). It was framed in the qualitative paradigm, from the perspective of educational research, with the theoretical methodological approach of Symbolic Interactionism (SI), a research model focused on Grounded Theory, with research methods and techniques such as documentary analysis, interviews and group discussion. The analysis of the data has made it possible to conceptualize the intercultural curriculum, a pillar of curricular management in multiethnic contexts, and the need to transform pedagogies into recreational processes of intercultural knowledge and practices and critical collective thoughts to take on the challenges of the twenty-first century.