The practice of interculturality in the fourth year intercultural bilingual education Teaching students

Abstract

This research values ​​the participation of the educational community in the practice of interculturality during the teaching - learning process in the fourth year students of Intercultural Bilingual Education Teaching at Grand Duchy of Luxembourg Normal School, Bilwi, Puerto Cabezas, North Autonomous Region of the Atlantic, in the year 2006. The study is qualitative and cross-sectional, it shows the information regarding the roles played by members of the educational community. In order to achieve the proposed objectives, interviews were conducted with parents, students, teachers, director; In addition, class observations were made directly in the classroom in order to record qualitative data during the educational process. Among the results obtained, it stands out that the Normal School (Teaching Training School) has a training curriculum for teachers in Intercultural Bilingual Education based on regional education policies: Autonomy, Identity, Interculturality and Gender Equity, which presupposes that children should appropriate their worldview as a basis for intercultural relations that are oriented towards knowledge, respect and appreciation of the cultures of their people, region and country. Although the transformation of the curriculum was a participatory process and consensus among actors of educational work for the development of the region, however, it has been abandoned to leave everything in the initiative of teachers and students as the only actors of the educational process in school, while parents and other leaders do not make any presence on it.