Análisis de los significados de estudiantes universitarios indígenas en torno a su proceso de inclusión a la educación superior

Abstract

The article drills down into the processes of inclusion of indigenous in tertiary education, problematizing the need to move toward an intercultural paradigm questioning current conditions of higher education. The goal was to understand and describe the inclusion and intercultural exchange phenomena contained in the experience of four university students from indigenous populations, two of them belonging to the Aymara ethnic and two to the Mapuche ethnic. It was a multiple case research, addressed by qualitative methodology by an analysis of the meanings that they have built on their college experience. The findings point toward the absence of real inclusion, rather is exclusion insofar there is an absence of cultural recognition on the educative spaces. It is discussed the need to project new trends that deepen and enrich the entailment among higher education and indigenous peoples overcoming ethnocentrism toward a non-colonizer knowledge.