Resignifying the fabric of Good Living of Intercultural Higher Education from Miskito communities, in the Nicaraguan Southern Caribbean

Abstract

This harvest related to the Re-signified of Good Living in Intercultural Higher Education of Miskito communities in the South Caribbean of Nicaragua is based on a bibliographical review of a descriptive-exploratory nature to bring the reader closer to another perspective regarding Good Living, to understand the axiological dynamics of the indigenous vision and the positioning of the word.

A systematic review of articles was carried out, establishing as inclusion criteria; studies carried out between 2004 and 2023, which address the topic of interest, such as: Daniel Mato, Alberto Acosta, Mirna Cunningham, Emilse Castellón, Paulo Freire, José Garht, Ilenia García, Letisia Gómez, Eduardo Gudynas, Enrique Antileo, Fernando Huanacuni, Sebastián Levalle, Johan Méndez, Olga Molano, Alexander Ocaña, Camila Paz, Rosa Palacios, Fernando Pesántez, René Ramírez, Adriana Rodríguez, Verónica Mérida, José Saballos Velázquez, Fernando Yacasi Ccalluhuanca, María Santana, Inés Olivera Rodríguez and Fernando Sarango, among others. Likewise, documents that are part of the compendium of norms and policies of the University of the Autonomous Regions of the Nicaraguan Caribbean Coast (URACCAN) were reviewed, including the Institutional Educational Project and Pedagogical Model. The sources of information included databases such as Esbco, Scopus, and Google Scholar. The search strategies included the use of key terms.

Other legal and technical instruments were taken into account, such as the Political Constitution of Nicaragua, the General Education Law (Law 582), the Law on Official Use of the Languages of the Communities of the Atlantic Coast of Nicaragua (Law 162), as well as the Third Regional Conference on Higher Education (CRES, 2018), the United Nations Declaration on the Rights of Indigenous Peoples (2010), among other documents of interest, linked to education in general and higher education in particular and access by indigenous and Afro-descendant peoples, making an analysis from different contexts.