Learning communities and their progress in the interculturalization of higher education at URACCAN-Bilwi campus

Abstract

The essay intends to review the progress of the learning communities function in the process of interculturalization of higher education at URACCAN, Bilwi Campus. For this, a general description of the university was made, then the task of the learning communities function in the field of interculturalization of higher education and knowings dialogue was reviewed. The information was obtained from the review of the institutional management report of Bilwi Campus for 2018 and its compliance with the provisions of the strategic plan (2015-2019). Significant advances are shown in the interculturalization of higher education, which can be evidenced in the philosophical and normative framework of the university. In Bilwi campus, from the function of learning communities, compliance with the philosophical framework is sought, trying to bring access gaps and permanence to a relevant and quality higher education among people of diverse backgrounds. In spite of the above, it is necessary to continue working on the awareness of the staff working in the institution, especially the time-staff, in order to break the hegemonic paradigm of conventional universities in relation to the role of the professor. Similarly, it is necessary to continue advancing in the creation and recreation of new knowledge that benefits both indigenous communities and the university and society in general.