Emergencies and convergences in educational practice; an analysis in the degree in rural sociology at the Autonomous Indigenous University of Mexico, UAIM

Abstract

One of the great challenges of intercultural education is not focused on attention to cultural diversity in the classroom, that would not be a very complex task since there have always been students of ethnic origin in conventional universities. Nor could it be the fact of belonging to an educational subsystem as is the case of the Intercultural Universities of the country that together form the network of intercultural universities (REDUI). On the other hand, if we were to think that the fact that students belong to some national or foreign ethnic expression is synonymous with the fact that education is intercultural, then all higher education is, it is enough to look at the National Autonomous University of Mexico (UNAM) which far exceeds the number of ethnic groups of its students, or also the neighboring universities, the Autonomous University of Sinaloa (UAS), the Autonomous University of the West (UADO), the latter two with a presence in the State of Sinaloa and that, like the UAIM, also host indigenous students from the country. The other situation that we intend to discuss in this essay is related to the educational programs offered at Intercultural Universities, particularly in the PE of rural sociology, their framework, what kind of authors do they recommend to their students,
do they facilitate the emergence of their students' knowledge? What specific weight do Latin American authors have in academic discussions within the classrooms? What lines of research are they developing? and finally, what strategy or programs do they carry out oriented towards the cultural exchanges of their students? These questions are attempted to be explained from the experience in the Bachelor's Degree in Rural Sociology that is taught at the Mochicahui Unit.