Bena Ani Axeti Xobo Meskokeska Join Yoyoikaibaona: interculturalidade y educación superior cso Universidad Nacional Intercultural de la amazonia Peruana UNIA
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Data
2019-02-24
Autores
Mendez Gamboa, Jacqueline
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El objetivo de esta investigación es comprender el contexto que encierra el enfoque intercultural propuesto por la Universidad Nacional Intercultural de la Amazonía Peruana- UNIA. Para este fin, la investigación fue desarrollada como estudio de caso único, a partir de la visita a la UNIA en 2017 y usando diferentes fuentes de información. En la construcción teórica, se recurre a la postura decolonial y la interculturalidad en la educación; a partir de la memoria Inca, la Educación Intercultural Bilingüe (EIB) y Superior Universitaria Indígena en la Amazonía Peruana. Igualmente, la coexistencia de la diversidad, bajo la sombra del mestizaje y racismo en el Perú, y la actual apertura de la educación superior Intercultural en la Amazonía Peruana considerada en la Ley 30220 y 154. La UNIA es un espacio que cuenta con aproximadamente 15 etnias de pueblos amazónicos, sumado a Quechua, Aymara y Mestizos; costa, sierra y selva, punto de convergencia intercultural que representa un símbolo de resistencia, que aún en la divergencia y choque cultural, existe, en un orden racial, moderno y colonial. La expectativa de ingreso a la UNIA de los jóvenes indígenas, es muy alta y la valoración por la formación profesional, traducida en mejora, calidad de vida, llevar conocimiento y desarrollo a las comunidades, extrapolado a la supervivencia cultural. El enfoque intercultural de UNIA, refleja una marcada dualidad desde la percepción y práctica de la interculturalidad; por un lado, la UNIA fue propuesta y gestionada por los pueblos amazónicos ante la necesidad de educación profesional universitaria, ligada a la continuidad de EIB, inclusión, derechos, trato diferencial, preservación cultural, difusión etnolingüística y desarrollo sostenible de la amazonia. Por otra parte, existe el constructo de interculturalidad como el encuentro de varias culturas en un mismo espacio. A nivel de estudiantes, la interculturalidad es asumida en esta misma dualidad, por indígenas y mestizos. La ambigüedad en el enfoque, se ve reflejada en el enfoque curricular en humanidades y en ingenierías..La actual comisión de UNIA, administrativos y profesores, están trabajando para obtener el licenciamiento; adecuar instalaciones físicas, interculturalizar el currículo y promover acciones interculturales que beneficien el desarrollo cultural y sostenible de los pueblos y región amazónica, respondiendo a las exigencias de la Ley universitaria 154 de lineamientos para la implementación del enfoque intercultural en Universidades Interculturales, y 30220 de aseguramiento de la educación universitaria. Desde el punto de vista práctico de la investigación, se estableció un convenio entre UNILA-UNIA en Julio de 2018, y la colaboración en el Reglamento de “Profesores Extraordinarios”, inclusión de sabios(as) indígenas como profesores en la UNIA), con la Oficina de Coordinación Intercultural Amazónica OCIA, UNIA, en 2017, aprobada por Resolución 533-2018.
The objective of this research is to understand the context of the intercultural approach proposed by the National Intercultural University of the Peruvian Amazon- UNIA. For this purpose, the research was developed as a unique case study, from the visit to the UNIA in 2017 and using different sources of information. In the theoretical construction, decolonial stance and interculturality in education are used; from the Inca memory, Bilingual Intercultural Education (BIE) and Indigenous Higher Education in the Peruvian Amazon. Equally, the coexistence of diversity, under the shadow of miscegenation and racism in Peru, and the current opening of higher intercultural education in the Peruvian Amazon considered in Law 30220 and 154. The UNIA is a space that has 15 ethnic groups of Amazonian peoples, added to Quechua, Aymara and Mestizos; coast, mountains and jungle, point of intercultural convergence that represents a symbol of resistance, that even in the divergence and cultural shock, exists, in a racial, modern and colonial order. The expectation of admission to the UNIA of indigenous youth is very high and the valuation for professional training, translated into improvement, quality of life, bringing knowledge and development to the communities, extrapolated to cultural survival. The intercultural approach of UNIA reflects a marked duality from the perception and practice of interculturality; on the one hand, the UNIA was proposed and managed by the Amazonian peoples in view of the need for higher-professional education, linked to the continuity of BIE, inclusion, rights, differential treatment, cultural preservation, ethnolinguistic diffusion and sustainable development of the Amazon. Besides that, there is the construct of interculturality as the meeting of several cultures in the same space. At the student level, interculturality is assumed in this same duality, by indigenous people and mestizos. The ambiguity in the approach is reflected in the curricular focus in the humanities and in engineering studies. The current commission of UNIA, administrative and professors, are working to obtain the licensing; adapt physical facilities, interculturalize the curriculum and promote intercultural actions that benefit the cultural and sustainable development of the peoples and Amazonian region, responding to the requirements of the University Law 154 of guidelines for the implementation of the intercultural approach in Intercultural Universities, and 30220 of assurance of university education. From the practical point of view of the research, a partnership was established between UNILA-UNIA in July 2018, and the collaboration in the Regulation of "Extraordinary Professors" (inclusion of indigenous wise representatives as teachers in the UNIA), with the Office of Amazonian Intercultural Coordination OCIA, UNIA, in 2017, approved by Resolution 533-2018
The objective of this research is to understand the context of the intercultural approach proposed by the National Intercultural University of the Peruvian Amazon- UNIA. For this purpose, the research was developed as a unique case study, from the visit to the UNIA in 2017 and using different sources of information. In the theoretical construction, decolonial stance and interculturality in education are used; from the Inca memory, Bilingual Intercultural Education (BIE) and Indigenous Higher Education in the Peruvian Amazon. Equally, the coexistence of diversity, under the shadow of miscegenation and racism in Peru, and the current opening of higher intercultural education in the Peruvian Amazon considered in Law 30220 and 154. The UNIA is a space that has 15 ethnic groups of Amazonian peoples, added to Quechua, Aymara and Mestizos; coast, mountains and jungle, point of intercultural convergence that represents a symbol of resistance, that even in the divergence and cultural shock, exists, in a racial, modern and colonial order. The expectation of admission to the UNIA of indigenous youth is very high and the valuation for professional training, translated into improvement, quality of life, bringing knowledge and development to the communities, extrapolated to cultural survival. The intercultural approach of UNIA reflects a marked duality from the perception and practice of interculturality; on the one hand, the UNIA was proposed and managed by the Amazonian peoples in view of the need for higher-professional education, linked to the continuity of BIE, inclusion, rights, differential treatment, cultural preservation, ethnolinguistic diffusion and sustainable development of the Amazon. Besides that, there is the construct of interculturality as the meeting of several cultures in the same space. At the student level, interculturality is assumed in this same duality, by indigenous people and mestizos. The ambiguity in the approach is reflected in the curricular focus in the humanities and in engineering studies. The current commission of UNIA, administrative and professors, are working to obtain the licensing; adapt physical facilities, interculturalize the curriculum and promote intercultural actions that benefit the cultural and sustainable development of the peoples and Amazonian region, responding to the requirements of the University Law 154 of guidelines for the implementation of the intercultural approach in Intercultural Universities, and 30220 of assurance of university education. From the practical point of view of the research, a partnership was established between UNILA-UNIA in July 2018, and the collaboration in the Regulation of "Extraordinary Professors" (inclusion of indigenous wise representatives as teachers in the UNIA), with the Office of Amazonian Intercultural Coordination OCIA, UNIA, in 2017, approved by Resolution 533-2018
Descrição
Disertación presentada al Programa de Pos-
Graduación Interdisciplinar en Estudios
Latino-Americanos (PPG-IELA), de la
Universidad
Federal
de
Integración
Latinoamericana UNILA, como requisito
parcial para la obtención de título de Maestra
en
Estudios
Interdisciplinares
Latino-
Americanos.
Orientador: Prof.Dr. Johnny Octavio Obando
Morán
Palavras-chave
Amazonía Peruana, Educação superior - interculturalidade, Universidad Nacional Intercultural de la Amazonia Peruana
(UNIA)
Citação
MENDEZ GAMBOA, Jacqueline. Bena Ani Axeti Xobo Meskokeska Join Yoyoikaibaona: Interculturalidad y Educación Superior Caso Universidad Nacional Intercultural de la Amazonia Peruana. 2018. 125 f. Trabalho de Conclusão de Curso (Pós-Graduação Interdisciplinar em Estudos Latino-Americanos - PPG IELA) – Universidade Federal da Integração Latino-Americana, Foz do Iguaçu, 2018