Intercultural practices in the educational processes of URACCAN, Bilwi

Abstract

Each teacher through the classroom pedagogical mediation has played an important role for school success and development of interculturality, in primary attention to ethnic diversity. This study assessed the methodological strategies implemented in the classrooms related to developing the practice of interculturality in the first year of Sociology, and the results are intended to be valued by URACCAN in order to con- tribute to the practice of this transversal axis. The focus was based on the symbolic interaction because it facilitates the description of educational aspects that are useful for the practice of interculturality during the process. Interviews were conducted with students and teachers of the same career and year, with the Academic Secretary and Coordinator of Humanities; also observations were made to some classes. Among the findings it was demonstrated that some teachers are insistent with the group-works and presentations, without the complement of an intercultural practice that is a transversal axis in URACCAN.  Interculturality in the classrooms represents a treasure, but the methodological strategies implemented have had limited impact, so this requires the design of methodological strategies into the curriculum of the career to contribute to the strengthening of such practices.