Formación docente intercultural en educación superior: estudio de caso del Departamento de Estudios Interculturales de la Universidad de Cuenca

Abstract

This research work analyzes intercultural teacher training in higher education is approached in a case study at the Department of Intercultural Studies (DIS) of the University of Cuenca. The state of the art shows the importance of contributing to the debate on teacher training in higher education. The objective was to analyze the teacher training, conceptualizations, and practices in interculturality of the teachers of the DIS, through exploring the training processes, investigating the conceptualizations that they have about interculturality, and analyzing the teaching practices in interculturality that teachers who work or worked in the DIS. To achieve this purpose, a case study was carried out with semi-structured interviews with seven people who work or have worked in the DIS, from a qualitative approach of a descriptive exploratory type. The main findings in the research indicate that teacher training does not contemplate an intercultural approach unless it is training directly related to the field of interculturality and through a search from their own interests. Likewise, they show that teachers' conceptualizations of interculturality come from a critical perspective and conceive it from a praxis. Finally, it is analyzed that teaching practices with an intercultural approach are worked mainly from diversity, language, history, culture, and territory.