Interculturalidad en el nivel superior de nuestra América: algunas notas sobre la Argentina

Abstract

Qualitative research was carried out under the tradition of ethnography in a case study, in which universities from America, Argentina, Chile, and Mexico participated. To have an approach to the training processes with an intercultural approach, the participation of the different educational actors (students, teachers, and researchers) proceeded to interpret the experiences, affirmative actions, projects, and collaborative community processes through intercultural dialogues under the virtual and face-to-face modality. It is concluded that within the substantive actions of teaching, research, and extension, universities have made significant progress, although only in two countries have some actions been institutionalized, autonomous efforts and self-training processes have a situated and experiential character. Likewise, attention to the diversity of students from native peoples depends on institutional policies and inclusion programs of different levels of progress for their interculturalization; as well as the dialogue of knowledge and the recognition of diverse epistemologies for the validation of local knowledge.