Intercultural Education and Social Coexistence: Experiences of the educational model of Bluefields Indian & Caribbean University

Abstract

The importance of intercultural education implemented by the Bluefields Indian & Caribbean University (BICU) from its educational model is addressed in a general way, with a background of sharing experiences as a graduate of this house of higher studies. Its main objective is to infer whether this model contributes not only to the successful completion of higher education for the indigenous peoples, Afro-descendants and ethnic communities of the Caribbean of Nicaragua, but also the promotion of harmonious coexistence in an ethnic, cultural, worldview society and linguistically diverse as is Nicaragua, with greater emphasis on the Caribbean Coast. This coexistence is analyzed through its intercultural practices, from the sections and corridors with teachers, workers and students. The methodology used is documentary review, where key aspects such as: cultural diversity, interculturality, intercultural education and social coexistence are integrated and described, all in relation to the academic experiences (institutional practices) of BICU. The educational approach of this house of higher studies promotes and favors the identities and cultural expressions of its educators and students, not only for technical and professional training and improvement, but also for the rescue, preservation, strengthening and promotion of their identity. ethnic, cultural, worldview and language. This facilitates the progressive acclimatization of students belonging to indigenous peoples, afro-descendants and mestizos beyond the Caribbean territory of Nicaragua.