The main objective of this article was to explain the development of the bilingual intercultural teaching methodology in a conventional university in Huancavelica, Peru, which is located in a purely indigenous area. The sample consisted of 34 students, 8 teachers and 1 dean from a conventional Peruvian university located in an indigenous area. The methodology used has a mixed approach, explanatory scope and sequential explanatory design. Within the quantitative results, it was possible to see that the correlation of the Spearman coefficient is-.87%, so it is an indirect correlation (inverse or negative), since, the less use of the intercultural bilingual teaching methodology, the greater the deprivation of interculturality in the conventional university located in Huancavelica. As qualitative results, it was found that teachers promote the bilingual intercultural teaching methodology, but access to information, geographical limitations and the devaluation of the Quechua language do not contribute to implementing it efficiently. The study concludes that the bilingual intercultural teaching methodology is a pillar to promote linguistics and cultural identity, but it is necessary that these universities reduce their gaps in access to information, implement their workshops and laboratories, create materials and documents in the native language of the place and have better internet connectivity.
|Título traducido de la contribución||The Methodology of Bilingual Intercultural Teaching in Conventional Universities in Peru: Advances and Challenges|
|Número de páginas||13|
|Publicación||Revista de Filosofia (Venzuela)|
|Estado||Publicada - 13 abr. 2022|
- Interculturality and University