Educational and intercultural practices as a training process for young students of higher education

Abstract

The educational practice has been described as a community experience in a group of young students of the Autonomous University of Baja California, a public institution of higher education in northern Mexico. It was based on the paradigm of interculturality to promote from the university, the critical and ethical dimensions as elements of approach to social, cultural and economic diversity in Santa Catarina indigenous community, located in the region. The methodology was qualitative from a socio-critical posture of education, which implies not only a level of interpretative deepening, but also seeks to incorporate transformations to social realities.  Among the main results, four general learnings expressed by the participating students were identified: 1) Knowledge and learning from experiences, 2) Sensitivity to help and support the community, 3) Needs, history, resistance for rights and territory, and 4) Dialogue as a means to eliminate discrimination. As conclusions, emphasis is placed on the possibility of generating significant learning in university professional training through intercultural experiences that transcend the classroom space.