Intercultural Education in the Latin America University Context

Abstract

Aims: This research is focused on investigating whether intercultural education is a predominant factor in the quality of university education. Therefore, it arose as a research question; What is the approach that has been given to intercultural education in the university context to achieve educational quality? In view of this, the objective of the study is to carry out a critical review of several articles related to intercultural education in educational quality in the university context, published in scientific journals currently indexed in the most prestigious international databases.
 Study Design: Qualitative approach, systematic review.
 Place and Duration of Study: The research considered scientific articles based on intercultural education in several universities in different countries between the years 2017-2019.
 Methodology: The search for scientific articles was carried out from October to December, for which various search criteria were used, including primary source: Pro Quest, Dialnet, Scielo, Scopus and EBSCO Host. The year of publication of the articles, which corresponds to the years 2017-2020 was considered.
 Results: The articles where there is more research on the subject belong to the Scielo search engine, representing 30% of the information, followed by the Pro Quest and Scopus search engines with 20%, then EBSCO Host with 20% and finally Dialnet with 10%. It was evidenced that 90% of the articles present a qualitative approach and 10% represent descriptive research.
 Conclusion: The research findings confirm that beyond the rhetoric and official discourse, intercultural education is still a concept to be researched, which requires the analysis of intercultural sensitivity, to dismantle the asymmetries that restrict the possibilities of articulating the spheres of the generation of knowledge and coexistence, which allow the proper development of all students without distinction of cultures.

La educación interculturalidad en Chile: Revisión de literatura

“…El resultado indica la ausencia RS centradas en la EI de Chile. No obstante, se identifican RS de EI, pero con orientaciones distintas (Chamiquit, 2021;Martínez et al, 2021;Romijn et al, 2021;Salgado et al, 2019).…”

“…Además, la incorporación de la lengua y las tradiciones culturales indígenas es un proceso a largo plazo que se construye y se genera en la interacción entre las escuelas y la comunidad. Este punto de vista se sostiene en las afirmaciones de Catriquir (2014), Chamiquit (2021), Jiménez-Vargas et al (2020), Valledor et al (2020 y Webb y Radcliffe (2016) quienes señalan que la llegada de inmigrantes otorga la oportunidad de revisar y cuestionar aspectos relacionados con la identidad cultural de cada individuo.…”