Interculturality and EIB teacher training. Perceptions from pedagogical practice

Chávez-Gonzales O.; Sánchez-Aguirre F.M. · Desde el Sur (2025) · DOI: 10.21142/des-1702-2025-0019

Resumen

The objective of the article was to identify the intercultural approach in the educational praxis of the teacher training institution in intercultural bilingual education. Using qualitative methodology, phenomenological design, three managers, three trainers and six students were interviewed, which allowed collecting the perception of cultural identity, dialogue of knowledge and cultural discrimination; In addition, institutional documentation was reviewed. The results indicate that the pedagogical practice moves between the valuation of Quechua, the customs, the most visible culture and its exchange, which configures a non-critical position of interculturality, with the risk of becoming folklorized, and that can become cultural assimilation. A notable effort to promote cultural affirmation through experiential pedagogy stands out, but challenges remain to truly interculturalize the curriculum, the training of teacher trainers from a more critical and transformative perspective.

Instituciones: Universidad César Vallejo