Intercultural Communication As A Need

Intercultural communication as a need

Introduction

Interculturality as a need in university training in UPEA is used to provide culturally relevant academic training to students characterized as diverse and differentiated in ethnic, linguistic or cultural terms; As mentioned by the vision and mission of our prestigious university.

UPEA is an institution that is projected to the development of its academic-productive, scientific, technological activities of contemporary social interaction, to prioritize scientific research in all fields of knowledge by relating theory to practice to transform the economic, social, social structure Cultural and political in force in favor of native nations and popular classes.

Developing

Interculturality in UPEA university education is another factor of educational quality, which involves certain aspects such as coexistence, valuation and validation of the other, and interaction through mutual recognition. It is of vital importance that the UPEA teacher in the 35 careers that exist emphasize intercultural competition as a combination of specific abilities between them:

 Positive attitudes towards cultural diversity; the communicative capacity; the ability to handle conflicts in intercultural situations; And the ability to be aware of culture itself and how it influences the vision and interpretation of reality. It is intended to analyze the importance of interculturality as a need in university training.

 Among these the development of the teacher and student on their perceptions of interculturality is determined a descriptive research approach, and a questionnaire is used. The results indicate that the sample has positive attitudes towards interculturality, but demands more development by teachers in training the rest of the abilities that form intercultural competition.

Education in interculturality aims. Likewise, the mission focuses on interculturality.

Train highly qualified comprehensive professionals in all disciplines of scientific-technological knowledge, with critical and reflexive awareness; able to create, adapt and transform the reality in which it lives; Develop productive research to promote local, regional and national development to respond to social commission and the needs of nationalities efficiently and timely towards the revolutionary transformation of society.

Thus, interculturality must be the basis of university training which must be intended for students and teachers, in this framework of diversity. Interculturality in one of its underlying principles part of a dynamic conception of culture, that is, "believes, above all, in intracultural heterogeneity, in the difficulty of establishing compact cultural frameworks" (Essomba, 2001).

Cultural diversity is increasing. For its part Fornet-Betancourt (2002) states that the concept of interculturality and what you want to express with it, cannot be reduced to its strictly rational dimension, but that it is a rather practical element and experience, which, which It is not limited to possible communication through concepts.

Thus, we can observe two elements that highlight the emergence of the concept of interculturality in contexts of cultural diversity:

• · As an evolution of diversity management models;
• · The second, that these models are established in public education as a political axis to influence other social institutions.

Intercultural education has its own differential characteristics as a theoretical-practical model and focus on care and understanding of cultural diversity. At the Public University of El Alto, it is also evident that it is immersed in the inclusive approach, that is, in a theoretical-practical approach that seeks the change of education, where authorities and teachers must do a thorough job towards students and be able to transmit. 

To do intercultural education, it is necessary to start from practice, to get to the theory and return again on practice, trying to improve it in the process. Therefore, authorities and teachers must be properly trained in intercultural content, knowing what other cultures mean, learning to be critical of the information transmitted to others,

All these aspects must be taken into account since it implies as a need in professional training, considering when designing a training plan in which the basic pedagogical, didactic and curricular lines are established in relation to interculturality. Interculturality is now a necessity in university training, intercultural education as a constructive criticism of multicultural education, places its approaches on a propositive level, emphasizing the interaction between students, teachers, culturally differentiated administrative.

Intercultural education focuses on mutual learning both on the teacher and student, cooperation and exchange, tries to contribute to the construction of unity in diversity and overcome multiculturalism as an approach. From Gil Juarena, it is possible to establish the following general goals of interculturality as a need for university training:

• · Increase equity in UPEA students must have equal opportunities to maximize their abilities.
• · Avoid racism, discrimination and exclusion: eliminate everything related to discriminatory reasons due to race, gender, social class, disability and sexual orientation.
• · Promote intercultural communication and competence; forming several knowledge, skills and attitudes in students.
• · It will help interaction with everyone and with the teaching -learning process itself, accepting and means with the other perspectives and perceptions that you have.
• · Education must contribute, through the facilitation of interactions between diverse cultural groups, to the construction of a critical, free and responsible identity that allows the broad development of the university community.

Materials and methods

A descriptive research approach is adopted. A Likert type scale is designed, with structured items around dimensions: among these cultural diversity and its relationship with university coexistence, interculturality is also considered as a pedagogical proposal, pedagogical resources and supports that teachers designate in terms of interculturality, and the practical development of interculturality. The reliability of the questionnaire has been equally constant through a pilot test, using the statistical program. The analysis of the data obtained is based on a basic descriptive analysis.

Likewise, observation was used in relation to interculturality and practices and strategies around it in university education which in UPEA refers to thinking about cultural diversity as a characteristic of the current social context. From the perspective of Geertz (1987), culture can be defined as a series of control mechanisms that govern behavior, which can be the set of symbolic values ​​and practices, acquired and shared by a plurality of people.

Culture, instead of being understood as complex schemes of behavior, are those formulas, norms or guidelines that allow us to make decisions to develop and behave within the course of construction of reality, in one way or another. These cultural groups in turn will be diverse and varied, and you can never be completely established. Some of the identity features that define cultural groups, are enclosed in terms of: worldview, language, ideologies, beliefs, territory, social-economic class, among others. 

Understanding this cultural diversity and practices that are generated in the context of university training according to interculturalities, also apply observation, to achieve a thorough description of the context; An participating observation is made as a data collection instrument allows to participate in the stage through your own experience and thus have greater elements for the interpretation of the results.

Results

The results show that there is a need to work on interculturality in university training, achieving the records of the observations made. The results focused on interculturality were significant, which is an element to consider in professional training during the study of the different theoretical currents based on which the sociocultural need and its expression in the current context are characterized.

 It will allow the awareness of students regarding the diversity of culture of origin as a social phenomenon and educational reality in professional training considering familiarization with the terms culture of origin and interculturality. The actions carried out contributes to the development of the conception of interculturality as a need in professional training:

• Formation of a set of views regarding interculturality.
• Knowledge of characteristics of different cultures of origin and their social realities.

Discussion

There are still some limitations regarding interculturality and the need covered in professional training in UPEA, among these:

• Perception of interculturality as a need in professional training.
• Inadequate conceptualization on interculturality.
• Distancing between the reality of classrooms and theoretical reflections university training in intercultural education.

In this sense, education needs to reinterpret the intercultural education approaches and practices regarding current pedagogical conceptions and the demands of today and specific contexts as a premise for training. In this way, attention is paid to the challenge of including the intercultural educational approach in its educational system from the contextual particularity of the demands.

Professional training with an integral character includes the scientific, technological and humanistic. In this sense, intercultural education is assumed as intercultural humanistic training and presupposes the preparation of all students to know and live with different cultures of origin, based on reflective and critical value with them through their multiple manifestations, such as Respect, tolerance, pluralism, collaborative interaction between culturally different people and groups, overcoming manifestations of racism, discrimination and exclusion. 

It includes providing students with spaces, within the framework of their training and in link with the modes of professional action, so that they use knowledge and skills and manifest attitudes that are favoring an ethical, moral, dignified and respectful coexistence in social contexts mediated by interculturality. In this way, interculturality is likely to express itself in a subjective configuration as integration of content and their functional expressions regarding interaction between culturally differentiated persons or entities from the activity and interactions of the subject in his daily life. 

Considering that intercultural education is conceived as a dimension of professional training and that the higher education student is in the ontological stages of development corresponding to youth or adulthood, it is assumed that its center is the development of the aspects of the aspects of the conception of the world related to interculturality.

 Teacher’s actions must contribute to the configuration of training projections in intercultural education as social situations that lead to development includes methodological conduction during intercultural education activities so that they accrue significant from the related related mediations. 

Social environments influence the development of personality to the extent that they promote relationships where significant experiences are built, since it is the experience formed of a situation or aspect of the environment that determines the influence that the medium on students on students. 

In this way, teachers must promote dialogic situations to carry out relationships of relationship and action as well as emergencies of emotional states that give meaning to the situation. The following actions promote in the intercultural education activity dialogic situations that allow spaces of relationship and action, among these:

• · Promote an active position and the development of interest towards activity through students’ participation
• · Conduct intercultural education activities towards situations that require the productive and creative application of the contents that make it up.
• · Stimulate communication from what you learned individually.
• · Stimulate the social spaces of discussion and assessment within the classroom from the individual preferences and the particular dynamics of the group.
• · Promote situations that generate experiences referring to intercultural education from the configuration of emerging emotions.
• · Promote processes of collective and individual reflection on the experiences emerged in intercultural education activities.

conclusion

Interculturality as a need in professional training is based on education in respect and assessment of the diversity of culture of origin, oriented towards the reform of the school and social change to overcome manifestations of racism, discrimination, exclusion and Promote intercultural communication and competence, however, practice shows its exclusive emphasis on intercultural classrooms, omitting real training for all students, both as a transverse subject or through a set of specific programs.

An intercultural humanistic training approach in higher education is structured from the consideration of the responses that educational systems must give to interculturality, the development of the conception of the world as the center of intercultural education and the development of educational action from the educational action from the Configuration of social situations that lead to development.

Recognition should be based not only on language criteria, but also on cultural practices; The number of teachers in the communities that allows to transcend the need for interculturality that also manifests itself in education, since most teachers come from outside communities and do not speak any native language, and have no training, and have no training, and have no training, and have no training, and have no training intercultural, so there is a risk of becoming conventional universities.

Intercultural education must be opened to indigenous and non -indigenous people, if not there is a danger that intercultural universities are excluded from the system, and are recognized only as universities for indigenous people, when their perspective is broader, promote and achieve that Universities reach a high level in professional training.

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