Articulações entre educação intercultural e práticas de internacionalização entre México e Brasil

Abstract

As part of the internationalization process, we present a proposal of training developed with indigenous undergraduate students linked to the Takinahaky nucleus of higher education of indigenous teachers of the Universidade Federal de Goias- UFG, Brazil, through a process of narrative documentation of experiences. Our goal was to understand, vis-a-vis reports of experiences of indigenous students, the theories that support the didactic approach of a project of institutional articulation as a practice of binational internationalization. We begin by explaining the challenges and possibilities of changes in the educative practice, to try to enable the dialogue of knowledge and cosmovisions of indigenous peoples in relation to the contemporary demands of intercultural life. Similarly, we contextualize the formation of teachers in intercultural contexts, highlighting beliefs, social and cultural commitments, reflections and assessments that teachers expressed about the academic experience in which they participated and, Finally, concluding considerations outlining some practical derivations on this proposal for training and innovation.