INTERCULTURAL COLLABORATION IN HIGHER EDUCATION: CONFLICTS AND NEGOCIATION IN EXPERIENCES OF ARGENTINA, BRAZIL, COLOMBIA AND PERU

Abstract

This article presents the results of post-doctoral research on the experiences of intercultural collaboration between higher education and indigenous and Afro-descendant populations in four countries of South America - Argentina, Brazil, Colombia and Peru. From literature sources and interviews with participants in these experiments, these points were determined in the investigation: institutional relations – legal frameworks, proponents and managers, models of intercultural proposals – and epistemological and methodological propositions – epistemology and knowledge, curricular and methodological designs, selection processes, pedagogical evaluation. It is considered in the analysis, preferably the concepts of intercultural collaboration (MATO, 2008, 2009a, 2009b), cultural region (RAMA, 2001) and relational ontology and good living (ESCOBAR, 2012). It was concluded that, although tensions and conflicts between actors involved, the experiences deserve continuity for possible inclusion into academic space, cultural diversity of knowledge and ethnic practices.