LA VINCULACIÓN UNIVERSITARIA DESDE EL MODELO EDUCATIVO DE LA UNIVERSIDAD INTERCULTURAL MAYA DE QUINTANA ROO, MÉXICO

Este trabajo analiza los desafíos actuales de la vinculación universitaria desde los fundamentos pedagógicos del modelo educativo intercultural, propio de la Universidad Intercultural Maya de Quintana Roo (UIMQROO). En primer lugar, se exponen los fundamentos pedagógicos de la educación universitaria intercultural, desde mediados del siglo XX hasta entrado el siglo veintiuno. Enseguida se estudia la pertinencia del modelo educativo intercultural para efectuar una comunicación y vinculación incluyentes, ligada al contexto y a las comunidades; aquí mismo se describe la metodología que la UIMQROO ha seguido para ello. Finalmente, reflexiona en torno a los retos contemporáneos del modelo educativo intercultural. Palabras-clave: Educación Intercultural, Vinculación Universitaria, Universidad Intercultural, Competencias Interculturales.   The Academic Extension Activities from the education model of the Universidad Intercultural Maya de Quintana Roo (UIMQRoo), in México Abstract: This paper provides a thorough analysis of the current challenges of the academic extension activities, based on the pedagogical principles of an intercultural education model, especially those related to the UIMQROO values. First, we present the pedagogical principles of the intercultural professional education, which have been developed from the middle of the 20th century up to now. Then, it is analyzed how likely the intercultural education model is to carry out a more inclusive communication and extension activities, according to our local social and natural environment to achieve its sustainable development. Furthermore, we describe the methodology the UIMQROO has put into action to accomplish such achievements. Finally, this paper also provides new theoretical reflections about the contemporary challenges of the intercultural education model. Keywords: Intercultural Education, Workshops about College Extension Activities, College Extension Activities, Intercultural University, Intercultural skills.   A vinculação universitária a partir do modelo educativo da Universidade Intercultural Maya de Quintana Roo, México Resumo: O presente trabalho analisa os desafios atuais da vinculação universitária a partir dos fundamentos pedagógicos do modelo educativo intercultural, próprio da Universidade Intercultural Maya de Quintana  Roo (UIMQROO). Em primeiro lugar, se expõem os fundamentos pedagógicos da educação universitária intercultural, desde os meados do século XX até começos do século XXI. Em seguida se estuda a pertinência do modelo educativo intercultural para efectuar uma comunicação e ligação inclusiva, ligada ao contexto e às comunidades. Adicionalmente, se descreve a metodologia  seguida pela  UIMQROO para o trabalho. Finalmente, se reflexiona em torno dos desafios contemporâneos do modelo educativo intercultural. Palavras-chave: Educação intercultural, oficinas de envolvimento da comunidade, Extensão Universitária, Universidade intercultural, competências interculturais.   DOI: https://doi.org/10.24317/2358-0399.2017v8i1.313

Indigenous participation in intercultural education:learning from Mexico and Tanzania

Intercultural education seeks to create a forum for integrating Western scientific knowledge and indigenous knowledge to address local and global challenges such as biocultural diversity conservation, natural resource management, and social justice for indigenous peoples. Intercultural education is based on learning together with, rather than learning about or from, indigenous communities. In the best examples, problem-based learning dissolves the dichotomy between indigenous and nonindigenous, resulting in full partnerships in which participants share expertise to meet mutual needs. With reference to literature and two illustrative examples of intercultural education initiatives in Mexico and Tanzania, we present an original conceptual framework for assessing indigenous participation in intercultural education. This incorporates a new ladder of participation depth (in relation to both curriculum content and decision making) alongside separate considerations of breadth, i.e., stakeholder diversity, and scope, i.e., the number of key project stages in which certain stakeholder groups are participating. The framework can be used to compare intercultural education initiatives in differing contexts and might be adaptable to other intercultural work

Formación universitaria de agroecólogos mayas. Un enfoque intercultural

El programa de ingeniería en agroecología en la Universidad Intercultural Maya de Quintana Roo, asumió que “el modelo educativo intercultural y su adecuada articulación con la pedagogía y arreglo institucional, son factores determinantes de éxito”. En el periodo examinado, de 2007 a 2015, cerca del 100% de los estudiantes fueron de origen Maya; entre 2007 a 2010 alrededor del 85% de ellos fueron los primeros en sus familias o comunidades en buscar un título universitario. Otros indicadores son: retención mayor al 80%, titulación del 100% y más del 90% de egresados obtuvieron un empleo en alrededor de seis meses después de su graduación. El programa alcan- zó el nivel más alto de calidad, a nivel nacional, en 2013 mediante la evaluación de los Comités Interinstitucionales de Evaluación de la Educación Superior en México. Estos datos adquieren mayor relevancia debido a que la evaluación de nuestros estudiantes, al ingresar a la UIMQRoo, estuvo por debajo de la media nacional. Entre los elementos del modelo están: la figura de abue- lo tutor para cada estudiante y sabios locales formalmente incorporados como profesores; un taller de desarrollo humano como parte de la formación básica, integración del nivel profesional asociado con licenciatura y el trabajo continuo con la comunidad; todos ellos articulados con una pedagogía que descansó en investigación acción participativa enfatizando la inducción sobre la deducción

Experiencias sobre la seguridad alimentaria en Yucatán, México

Se presenta una investigación-acción-participativa, en la Zona Maya de México. Se aborda el problema del desconocimiento sobre la seguridad alimentaria (SA). Objetivo: realizar un diagnóstico sobre la SA, y plantear alternativas de solución. Se encontró que la producción de milpa y huerto familiar, tiene: insuficiente infraestructura; problemas en los cultivos; falta de agua, caminos, transporte, asistencia técnica, recursos económicos y mercados alternativos; y problemas de consumo seguro de alimentos. Se encontró una biodiversidad agrícola de 50 especies; producción de bovinos y aves; poco excedente para venta. Los huertos familiares complementan su dieta; el estado proporciona apoyos insuficientes, y se ayudan con remesas que envían sus familiares desde Estados Unidos. La dieta del "buen comer" es variable en las comunidades. Se analiza la información con los ejes alimentarios: disponibilidad, accesibilidad, consumo y utilización de alimentos; y se proponen las alternativas.Participatory Action Research in the Mexican Mayan Zone is presented. The problem of lack of food security (SA) is tackled. Objective: to make a diagnosis of the SA, and suggest alternative solutions. It was found that the production of cornfield and homegarden, is: poor in infrastructure, with problems in their crops; and they have lack of water, roads, transportation, technical assistance, financial resources and alternative markets; and they also have problems of safe consumption of food. Agricultural biodiversity of 50 species were found; and production of cattle and poultry; they have little surplus for sale. Homegardens supplement their diet; the government provides insufficient support, and they complement their economy with the remittances of their relatives sent from the United States. The diet of "good eating" is variable in communities. The information is analyzed with food axes of availability, accessibility, consumption and utilization of food. Alternatives are proposed.Eje A6: Desarrollo Rural, Movimientos Sociales, Estado y AgroecologíaFacultad de Ciencias Agrarias y Forestale

Experiencias sobre la seguridad alimentaria en Yucatán, México

Se presenta una investigación-acción-participativa, en la Zona Maya de México. Se aborda el problema del desconocimiento sobre la seguridad alimentaria (SA). Objetivo: realizar un diagnóstico sobre la SA, y plantear alternativas de solución. Se encontró que la producción de milpa y huerto familiar, tiene: insuficiente infraestructura; problemas en los cultivos; falta de agua, caminos, transporte, asistencia técnica, recursos económicos y mercados alternativos; y problemas de consumo seguro de alimentos. Se encontró una biodiversidad agrícola de 50 especies; producción de bovinos y aves; poco excedente para venta. Los huertos familiares complementan su dieta; el estado proporciona apoyos insuficientes, y se ayudan con remesas que envían sus familiares desde Estados Unidos. La dieta del "buen comer" es variable en las comunidades. Se analiza la información con los ejes alimentarios: disponibilidad, accesibilidad, consumo y utilización de alimentos; y se proponen las alternativas.Participatory Action Research in the Mexican Mayan Zone is presented. The problem of lack of food security (SA) is tackled. Objective: to make a diagnosis of the SA, and suggest alternative solutions. It was found that the production of cornfield and homegarden, is: poor in infrastructure, with problems in their crops; and they have lack of water, roads, transportation, technical assistance, financial resources and alternative markets; and they also have problems of safe consumption of food. Agricultural biodiversity of 50 species were found; and production of cattle and poultry; they have little surplus for sale. Homegardens supplement their diet; the government provides insufficient support, and they complement their economy with the remittances of their relatives sent from the United States. The diet of "good eating" is variable in communities. The information is analyzed with food axes of availability, accessibility, consumption and utilization of food. Alternatives are proposed.Eje A6: Desarrollo Rural, Movimientos Sociales, Estado y AgroecologíaFacultad de Ciencias Agrarias y Forestale

Indigenous participation in intercultural education: learning from Mexico and Tanzania. Ecology and Society

ABSTRACT. Intercultural education seeks to create a forum for integrating Western scientific knowledge and indigenous knowledge to address local and global challenges such as biocultural diversity conservation, natural resource management, and social justice for indigenous peoples. Intercultural education is based on learning together with, rather than learning about or from, indigenous communities. In the best examples, problem-based learning dissolves the dichotomy between indigenous and nonindigenous, resulting in full partnerships in which participants share expertise to meet mutual needs. With reference to literature and two illustrative examples of intercultural education initiatives in Mexico and Tanzania, we present an original conceptual framework for assessing indigenous participation in intercultural education. This incorporates a new ladder of participation depth (in relation to both curriculum content and decision making) alongside separate considerations of breadth, i.e., stakeholder diversity, and scope, i.e., the number of key project stages in which certain stakeholder groups are participating. The framework can be used to compare intercultural education initiatives in differing contexts and might be adaptable to other intercultural work

An intercultural approach to university degree training for maya agroecologists

El programa de ingeniería en agroecología en la Universidad Intercultural Maya de Quintana Roo, asumió que “el modelo educativo intercultural y su adecuada articulación con la pedagogía y arreglo institucional, son factores determinantes de éxito”. En el periodo examinado, de 2007 a 2015, cerca del 100% de los estudiantes fueron de origen Maya; entre 2007 a 2010 alrededor del 85% de ellos fueron los primeros en sus familias o comunidades en buscar un título universitario. Otros indicadores son: retención mayor al 80%, titulación del 100% y más del 90% de egresados obtuvieron un empleo en alrededor de seis meses después de su graduación. El programa alcan- zó el nivel más alto de calidad, a nivel nacional, en 2013 mediante la evaluación de los Comités Interinstitucionales de Evaluación de la Educación Superior en México. Estos datos adquieren mayor relevancia debido a que la evaluación de nuestros estudiantes, al ingresar a la UIMQRoo, estuvo por debajo de la media nacional. Entre los elementos del modelo están: la figura de abue- lo tutor para cada estudiante y sabios locales formalmente incorporados como profesores; un taller de desarrollo humano como parte de la formación básica, integración del nivel profesional asociado con licenciatura y el trabajo continuo con la comunidad; todos ellos articulados con una pedagogía que descansó en investigación acción participativa enfatizando la inducción sobre la deducción.Summary: The agroecology academic program at the Intercultural Maya University of Quintana Roo was implemented assuming that “the intercultural model, articulated with the pedagogy and institutional settings, are key factors in the success of the program”. This investigation covers the years 2007-2015. Almost 100% of the students were of Maya origin, between 2007 to 2010 around 85% of them were the first to attend college, either within their families or their communities. The program achieved not less than 80% retention rate, and 100% of those finishing the program defended successfully their graduation project; over 90% of the graduated students got a job within six months after finishing their degree. In 2013 the program was awarded the highest level in academic quality granted by the Interinstitutional Committees for the Evaluation of Higher Education of Mexico. These are significant numbers given the fact that the performance of most of the students, in the national test for university admission, was below the national average score. Some of the elements in the model are: incorporation of elders, both as tutors and teaching, workshop on human development as part of the core courses, integrating level 5b into 5a (International Standard Classification of Education), strong and consistent outreaching with local Maya communities; all of them articulated to a pedagogy based on participatory action research as a guide for constructing knowledge, emphasizing induction over deduction