AUTONOMOUS UNIVERSITY OF BENI

“JOSÉ BALLIVIÁN”
VICE-RECTORATE OF POSTGRADUATE
SCIENCE FACULTY LIVESTOCK
POSTGRADUATE DIRECTION - CAREER
VETERINARY MEDICINE

“1st. Practical Work: Psychopedagogy and

Interculturality Questionnaire”
MODULE: Psychopedagogical and Intercultural
Foundations in Higher Education
Parallel B

Diplomat. - Oscar Luis Veizaga Peñaloza

Teacher. – Ph.D. Rene Vasquez Perez
Parallel "B"

TRINIDAD - BENI – BOLIVIA

 QUESTIONNAIRE FOR CHAPTER NO. 1:
PSYCHOPEDAGOGY
Solve the questionnaires after reading the topic of chapter No. 1 and chapter
No. 2, it has a weighted value of 50 points out of one hundred of the general
grade
QUESTIONS:
1) What factors influence population growth?

There are 3 factors that influence population growth:

 Fertility
 The mortality
 The migrations
2) What are the three ways in which psychopedagogy is expressed?

It can be expressed in 3 ways:

 As a practice or action for the sake of improving education

 As an investigation of the act of learning
 Like scientific knowledge
3) Make a summary of the history of Psychopedagogy

The origin and history of psychopedagogy begins in the 19th century, although
in more remote times, Juan Amos Comensky, Comenio (1592-1670), Slovak
pedagogue, who discovered the relationship between the methods of the
sciences with pedagogical theory and the principle of didactics, ensuring that
the child must develop naturally, in contact with things; that education begins
with birth in self-educational learning.

Then Johann Heinrich Pestalozzi insists on "searching and finding a method by

which the teacher teaches less and the disciple learns more" like Jean Jacques
Rousseau (1712-1778).

Rousseau explains that pedagogy is based on psychological laws, insisting that

one must "start from the child" and see the center and purpose of education; No
one before this pedagogue had placed such emphasis on the intrinsic value of
childhood, nor had he so correctly recognized the pedagogical consequences of
that fact.

The Swedish writer Ellen Key (1849-1926), generated the movement of the
renewal of naturalism, known as revolutionary pedagogy, initiated by in her
book, The Century of Children, she highlights that isolated reforms in the
modern school lose significance. "We need a flood in pedagogy from which only
Montaigne and Spencer and the new literature on educational psychology will
be saved."

In Switzerland, the works of Eduardo Claparéde go parallel to the previous

movement, at the end of the 19th century, that of the new schools, which soon
became the current of the "pedagogy of action", with its great theorists John
Dewey, Kerschensteiner, Decroly, Montessori, Winnetka, etc. Ernesto
Meumann summarized the work done until 1911 in Lessons on experimental
pedagogy and later the studies of Carlos and Carlota Bühler and others.

At the time of these important movements, John Dewey (1859-1952) made

himself known with his idea "teaching by action." Williams James (1842-1910),
one of the founders of the philosophical current of pragmatism, in his
pedagogical work Talks to the Teachers, conceives education as a living
process that allows man to react appropriately to various circumstances.

In its first use, the word "psychopedagogy" seems to indicate a sector of applied
psychology; but when in 1957 it was included in the words of H. Pieron
(Vocabulaire de la Psychologíe), defines it as "a pedagogy scientifically based
on the psychology of the child."

In general terms, the word "psychopedagogy" finds fortune in France and Italy;
The German expression "pedagogical psychology" and the English "educational
psychology" correspond to it, although with some approximation, to the most
used "psychopedagogy".

4) When and where was psychopedagogy born?

We had to wait until 1908 to see the concept of psychopedagogy published for
the first time. On that date, the word psycho-pédagogie could be read in Essais
de Pédologie générale, published in Paris and written by G. Persigout. Shortly
after, Professor U. Querton, from the Free University of Brussels, would echo
the term, although it was not yet widely used.

5) Define what Psychopedagogy is and indicate the fields of action

It is a discipline and a science that studies human behaviors in socio-

educational situations (teaching-learning processes). Psychopedagogy studies
and works on aspects related to learning, taking into account that it is a process
of change or modification of behavior.

Psychopedagogy operates in the following fields of action:

 Attention to diversity. - adaptation and implementation of methodology

according to the student
 Academic and professional guidance.-. empowerment of vocational
maturity
 Tutorial action. - guidance directly from the classroom
6) Who are the precursors and founders of Psychopedagogy?

The most influential authors in this field are: Jean Piaget (psychogenetic
theory), Ausubel (theory of meaningful learning), Lev Vygotsky (scaffolding
metaphor) and Jerome Bruner (sociohistorical theory).
7) What are the functions of the Psychopedagogue?
 Attention to diversity. - development of programs that respond to
students' learning difficulties
 Advice to the family. - advise professionals who work with the student
 Educational projects. - projects that improve the student's coexistence
with the community environment
 Didactic resources. - tools that help improve and motivate students
 Student follow-up. - student monitoring with evaluation to see the results
 Student Orientation. - guide students in primary, secondary and
university education
8) What do Psychopedagogues want?

Psychopedagogues want:

 Work in the area of education without discrimination of your profession

  Allow them to sign their Psychopedagogical reports, and not authorize
another professional to actually
 That the heads of the Courses of the Universities and/or Professional
Institutes are Professional Psychopedagogues.
 Be hired in the correct way: Labor Code as Educational Assistant
Professionals.
 Not be forced by Normal Schools, Institutes and Universities or
Corporations to study another profession
9) Broadly base inclusive education

Inclusive education is an education model that aims to meet the needs of all
boys and girls, young people and adults, considering those people who may
suffer a risk of social exclusion.

It is not necessarily about paying attention to people with disabilities, but to

students in general without distinguishing race, social condition, culture or
religion, among other characteristics.

In inclusive education, special programs are not used for some students, but
rather the needs of each student are responded to in the classroom itself.

10)Why is Psychopedagogy important in the University?

At the University, attention to students is our priority: that they feel good in
class, enjoy and learn at the same time. All our teachers must pay attention to
each student individually to detect any type of difficulty that may arise.

When a teacher encounters other types of major obstacles, he or she must turn
to the team led by a psychopedagogist, who, in addition to deepening the
knowledge of the subject, works individually and personalized with the students.
We suggest working in the following way:

 Observation with knowledge

 Observation within the learning context
 Personalized attention
 Listening and complicity
 Basic social norms
  Study techniques
 Motivation
 The subject
11)What are the Psychopedagogical foundations of Higher Education?

The Psychopedagogical foundations are the sets of elements and means used
for interaction for the benefit of students, teachers and tutors, among these
elements we find the critical foundation, didactics and management.

12)Mention teaching approaches and explain psychological theories

of learning.

The pedagogical foundations and elements vary depending on the approach

that is taught.

 Behavioral Approach
 Cognitive Approach
 Constructivist approach
 Technological Focus
Psychological theories of Learning are Descriptions about how people acquire
skills or knowledge and are based on a series of assumptions proposed by
different authors.

13)Why is Psychopedagogy a professional practice?

Because it addresses the difficulties that may arise, giving specific support to
the teams of teachers and educators; It also specializes in attention to diversity
and learning difficulties, in order to propose and introduce variations both in the
design of the activities, as well as in the teaching materials used, the continuous
evaluation and the final evaluation, maintaining the expectations of short,
medium and long term learning.

The Educational Psychologist carries out a precise diagnosis of the educational

and training needs in the different areas of intervention with the aim of
transforming educational practice, making it more innovative and dynamic.

14)What are the psychopedagogical bases of learning?

Their altitude qualities, their intellectual conditions, their attitudes and
predispositions towards learning, their personal, family and social life contexts,
as well as their adaptation and integration to the environment, and their capacity
for organized, methodical and hard work.

15)What does a psychopedagogue do?

The Psychopedagogue is a professional trained to deal with the problems of

human learning of any age, particularizing his task in the people, groups or
institutions with which he works, evaluating, diagnosing and helping those who
have the most difficulties in the learning process. learning.

The Educational Psychologist must always find out the reason why a person is
not making progress in learning like the other students.

16)Explain the three principles of a psychopedagogical intervention

The three principles of a psychopedagogical intervention are:

 Prevention principle. - conceives intervention as a process that must

anticipate situations that may hinder the integral development of people.
 Development principle. - Modern conceptions of psycho-pedagogical
intervention have integrated this principle with that of prevention, since
the individual has constant changes in evolutionary development during
all stages of the life cycle.
 Principle of social action. - defined as the possibility for the subject to
recognize contextual variables and in this way make use of skills
acquired in the intervention, to adapt and cope with these in their
constant transformation.

17)What are the professional responsibilities of the

psychopedagogue?

They depend on the actions carried out. We differentiate three areas,

promotion, prevention or assistance of the learning subject, to which we add a
fourth referring to the production of disciplinary knowledge, research area. In
them you can:

 Promotion area
  Preventive area
 Assistance area
 Investigation area
18)What are the functions of the psychopedagogue?

 Empower and rehabilitate children, young people or adults, with learning

problems, through the delivery of knowledge in an attractive way to
motivate their learning and teaching them specialized study methods that
facilitate their understanding.

 Identify learning problems due to various factors, such as: product of

cognitive immaturity, lack of motivation to learn, family and/or social
problems.

 Try to prevent learning difficulties through the development of cognitive,

emotional and social abilities.

 Consider the critical position of yourself.

 Evaluate and intervene psychopedagogically.

 Identify the child's learning possibilities.

 Guide teachers and families.

 Provide teachers with resources and skills that allow them to respond to
the requirements of students with learning problems.

 Promote the link between the institution and the family.

19)Why is it said that psychopedagogy is an interdisciplinary science?

Psychopedagogy as an interdisciplinary science has recognized scientific

status, as a result of the progressive and constant process of integration of
psychology and pedagogy, based on certain historical antecedents in which
other currently highly developed social sciences converge. Therefore, it is legal
to refer to psychopedagogy as a science with its own problems, theories and
methodologies linked to the training and development of students and
educators, not only in school contexts, but also in the family and community.
 20)Explain the 10 principles that are the foundations of Higher
Education established by the "World Conference on Higher
Education in the 21st Century" (UNESCO, 1998).

1. The universality of higher education implies universal access for all those
who have the capabilities, motivation (access and merit) and adequate
preparation at any stage of life.

2. The universality of higher education implies the use of varied forms of

intervention to meet the needs of education for all and throughout life.

3. The universality of higher education implies a vocation not only to teach but
also to educate.

4. The universality of higher education means having a mission of surveillance

and encouragement.

5. The universality of higher education means having an ethical function of

guidance in a period of crisis of values.

6. The universality of higher education means that it develops a culture of peace

through all its activities.

7. The universality of higher education means developing networks of universal

solidarity with other higher education institutions and with other institutions in
society.

8. The universality of higher education means developing a management

method based on the double principle of responsible autonomy and
transparency when rendering accounts.

9. The universality of higher education implies the will to explain the levels of
quality and relevance, beyond the specific levels in certain contexts.

10. The universality of higher education means having as an axiological,

ultimate and unifying principle of all others, working for the unity of men and
women in solidarity-based difference and complementarity.

21)In a psychopedagogical intervention, teachers according to

(Guzmán, 2011), what should they know?
  Be aware about the various physical, social and psychological
characteristics of your students.
 Know who the learner is and how the learning process occurs.
 Promote understanding in your students rather than the passive
reception of knowledge.
 Help students self-regulate their learning.
 Motivate your students by explaining the benefits they will obtain if they
acquire what was taught.
 Correct students' achievements.
 Teach your students to work cooperatively.
 Teach your students to be critical.
 Teach your students to empathize.
 Identify the different kinds of prior ideas and preconceptions that
students usually have, and then direct your teaching to transform them.
22)How is Psychopedagogy in Bolivia?

The general objectives that orient and guide the educational work of the degree
are arranged in three fundamental aspects: change management in the psycho-
pedagogical process of the educational units, establishing a comprehensive
scientific training process and promoting socio-educational research spaces.

The psychopedagogue is a professional who works in the area of prevention,

diagnosis and treatment of school learning difficulties and learning in a broader
sense, he is dedicated to the analysis, planning, development and modification
of educational processes.

23)List the characteristics of complex thinking that are closely related

to the counseling practices cited by (Morin, Ciurana and Motta in
Solé, 2005).

The characteristics of complex thinking that are closely related to counseling

practices are:

 complexity is about a way of seeing the world, identifying problems and

approaching solutions
  It coexists with uncertainty, recognizes vagueness and imprecision, and
therefore is more powerful when starting from the awareness of
knowledge and its limits.
 Complex thinking is not complete, but it is integrative and
multidimensional, so all disciplinary specialization should lead us to the
best understanding of a complex reality.
 recognizes two types of ignorance: that of those who do not know and
want to learn and that of those who believe that knowledge is linear,
cumulative and therefore ignores that all knowledge brings new areas of
shadow.
 It implies assuming an ethical attitude and commitment to the
consequences of our decisions, by making aware of the scope and limits
of science.
24)What does a pedagogical advisor need to know and know how to
do at the university?

Three questions are proposed for each of the program units and that articulate
the selected contents:

 How is pedagogical advice conceived and developed at the

university?
 How is the teaching training of university professors approached?
 How is pedagogical advice and teacher training configured in relation
to current university problems: admission and academic literacy,
motivation and learning of university students, and development of
pedagogical innovations?

These questions allow us to address different aspects of the task of the

pedagogical teacher at the university.

25)What characterizes the identity of the university teacher today

according to Zabalza (2009:69)?

He points out that being a university professor is living and practicing a

specialized profession that requires certain specific skills, starting from
recognizing teaching as a complex activity, partly artistic and partly scientific.
He is an agent of culture and a public intellectual who participates, to a greater
or lesser extent, in multifaceted and diverse processes that correspond to
teaching, research, extension and project management.

One of the strong traits that determine the profile of the university professor is
expertise in the domain of a certain disciplinary field from which what we could
call the academic profile of the university professor is built.

26)What are the basic dimensions of the university teacher?

There are three basic dimensions of the university teacher:

 Personal dimension: this is the subjective involvement, the personal
commitment to the teaching profession; life cycles, conditioning factors
that affect their work (gender, age, social condition), personal problems
associated with the teaching profession (stress, exhaustion), sources of
satisfaction and dissatisfaction at work. This dimension usually becomes
invisible in professional practice, although it has a great influence on its
development. The teachers' axiological and life system, their existential
references and worldviews are included.

 Labor dimension: it is related to contractual aspects, such as evaluation

systems for teacher selection and promotion, incentives and labor
conditions (schedules, academic load, etc.). In this dimension we
include the policies that challenge practices, the discourses that circulate
- what is talked about and how -, the agencies of administration, control,
promotion and legitimation of practices and knowledge, the space-time
scenarios, the cultures and resistances that organize the teaching job
and the conditions that regulate it directly and indirectly (Martínez Bonafé
in Noriega, 2009).
 Professional dimension: refers to the demands, parameters, dilemmas
and needs for your work as a professional. It defines the central
elements of the teaching profession as such. Some of its core concepts
are: professional work, teaching action and continuous training.
 27)What are the areas of professional action subject to
psychopedagogical intervention that have expanded in recent
years?

QUESTIONNAIRE FOR CHAPTER NO. 2:

INTERCULTURALITY
28)What do you understand by interculturality?

It is the interaction between two or more cultures, which wish to communicate

and share their ways of being in all manifestations of social and natural life.

The purpose of this interaction is that no being feels above the other,
demonstrating supremacy, economic, political, biological or social power. Thus
achieving an exchange of knowledge, skills and ways of being between man
and woman, between child and adult, between university student and farmer,
among others.

29)What is the difference between plurality and interculturality?

Plurality refers to a large number or multitude of things, opinions, people that

coexist in the same space. It also indicates the quality of plural, that is, being
more than one.

Interculturality refers to equal exchange and communication relationships

between cultural groups that differ based on criteria such as ethnicity, religion,
language or nationality, among others.

In principle, the term does not recognize superiority of one culture over another,
regardless of the majority-minority relationship.

30)What is the difference between Interculturality vs. Intraculturality?

Interculturality . - is given by attitudes of acceptance and tolerance. Since it is

a bridge of social articulation between different people and cultural groups, it is
a process of looking at culture and valuing what is inside, for example, culture,
language, traditions, laws, customs, etc.
Intraculturality is the learning obtained within a cultural group in which oneself
develops, therefore, it is the strengthening of the identity of each group and is
considered necessary for the development of intercultural processes.

31)What are the four fundamental general objectives of intercultural

education?
32)What is and is not intercultural education?

Intercultural education is:

 An education based on respect

 Inclusive education
 An education that addresses diversity
 An education for equal opportunities and resources
 An education based on justice and equity

Intercultural education is not:

 Celebrate differences in isolation

 Classifying certain groups as others and avoiding the possibility of
knowing them on a better level of equality
 Find recipes to solve problems or to target groups classified as the
others
 Create educational programs isolating specific groups, as occurs in
compensatory links
 Trying to include students from different backgrounds in class without
actively promoting positive relationships with them.
33)What are the principles of intercultural pedagogy according to
Aguado?

The principles of intercultural pedagogy according to Aguado are:

 Promote respect for all coexisting cultures and condemn political

measures designed to assimilate migrants and cultural minorities into the
majority culture.
 Intercultural education is relevant for all students, not only for immigrants
or ethnic and cultural minorities.
  None of the problems posed by the ethnic and cultural diversity of society
have a unilateral solution.
 It is based on the perception of the mutual acceptance of cultures in
contact, it is closer to the way of life and customs of societies with a poor
cultural context than to those of societies with a richer one - greater
structuring of the social fabric and high degree of social control.
 It is necessary to develop a transcultural conceptual scheme whose
expression in educational practice demonstrates that knowledge is the
common property of all people.
34)What are the objectives of the intercultural school?

The objectives of the intercultural school are:

 Recognize and accept cultural pluralism as a social reality

 Contribute to the establishment of a society of equal rights and equity
 Contribute to the establishment of harmonious intertonic relationships.
35)What are multicultural and intercultural approaches in the
curriculum?

Multicultural approach:

 It only contemplates actions in schools such as the presence of students

of diverse ethnic-cultural origins.
 It is limited to curricular aspects, without considering the power relations
that are established in society between dominant culture and dominated
cultures.
 Recognizes the school as an ideal space to recreate interethnic relations
 Educational interventions focused on the contact strategy are mainly
proposed.
 It is limited to including cultural topics of different minority groups in the
curriculum.

Intercultural approach:

 Global and purposeful approach

 Facilitate and promote processes of exchange, interaction, cooperation
between cultures, with equal treatment
  A critical approach analyzing and valuing cultures
 A clear concern for the difference-equality binomial
 not to a cultural hybridization by juxtaposition of subjects or amalgamation
of subjects, but rather enrichment and mutual understanding through
learning based on the cultural backgrounds of each one
36)What should the human, material and functional resources of
intercultural education be like?
 human Resources. - Greater attention, from the vertical organization, to
participatory management processes (meetings with families,
participation of students and parents) and to the existence of
management teams committed to institutional purposes related to
intercultural matters.
 material resources entails, among other things, a review and priority
attention to information areas such as the library, newspaper library,
video library or others in terms of quantity, quality and diversification of
existing resources from an intercultural point of view. But, in addition, it
must require special attention to the organization of the school
environment.
 functional resources , the intercultural requires, in addition to modifying
the orientation and content of the programs, to attend to dimensions such
as those related to schedules and budgets. A more flexible organization
requires a replacement of the usually rigid timing and economic
processes with the creation of calendars, schedules and budgets
adapted to curricular needs and, in any case, with the possibility of
altering its own structure and organization at any time.
37)Who interculturalizes higher education? .-

The State, indigenous peoples, universities, teachers and national and

international NGOs are the main actors that develop these innovative
“affirmative action” programs to promote the access of indigenous youth to
higher education, and, secondly, A fundamental actor has been the teaching
profession.

38)How is higher education interculturalized?

 The interculturalization of higher education can be carried out in multiple ways

The key question that reappears throughout all the case studies is: should
interculturalization be done from above or from below? This is obviously closely
related to the different visions that each actor and each project has of
interculturality. Those projects that start from the need to make visible and
empower local actors and protagonists first and foremost, opt for an
essentializing notion of interculturality, closely associated with the recovery and
vindication of indigenous communality. This is a strategic essentialism claimed as
necessary to strengthen and consolidate the emerging actors and institutions of a
proper and autonomous education. In these cases, the intercultural education
defended resembles self-education and endo-education projects with a
preferentially intracultural and not so much intercultural orientation.

39)What is interculturality in Higher Education like?

The recent rise of intercultural discourse and intercultural education in Latin

America has been reflected in a critical reception and selective appropriation of
“multicultural” paradigms of Anglo-Saxon origin.
Based on these paradigms, the construction of higher education policies has
been promoted, including those aimed at establishing innovative anti-
discrimination mechanisms, designed to promote access to educational
institutions for populations considered minority or marginalized. Likewise, public
policies of positive discrimination and/or affirmative action have been
implemented by these institutions. Thirdly, intercultural or indigenous Higher
Education programs and/or institutions have been launched.
Such policies have as a background the national political processes of
multiethnic or multicultural constitutional recognition, as in the cases of Argentina,
Bolivia, Brazil, Colombia, Costa Rica, Dominican Republic, Ecuador, El Salvador,
Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru and
Venezuela, whose Constitutions already recognize and enshrine indigenous
peoples' rights to language, identity and other cultural rights.
40)What is the combination of specific skills for initial teacher training
that should develop intercultural competence?
41)Comment on intercultural education in initial teacher training
The 21st century is the century of interculturality or cultural diversity, and adds
that the attitudes and beliefs that future teachers develop towards them are the
most delicate and difficult points to address from the perspective of their
training, the study plans that are designed. For initial teacher training,
interculturality should be taken into account as a fundamental explicit content.
Interculturality should have a primary role in the configuration of new
undergraduate teachings
42)What is the intercultural training of university teachers in Higher
Education like?

Teacher training (both initial and ongoing) is a crucial factor in shaping beliefs,
attitudes, and teaching styles and practices related to intercultural education. In
our country, the university is the central element on which the initial training of
university teachers revolves. For this reason, it is interesting to take a look at
what type of training teachers receive in the field of intercultural education.

43)What are the three complementary paths proposed by Bésale

(2010) to interculturalize educational practice?

The three complementary paths to interculturalize educational practice are:

 The first would focus on thoroughly reviewing the Western-centric bias that
permeates the entire curriculum (the conceptual and procedural objectives
and contents of the different areas, as well as the teaching materials and
resources) to introduce the intercultural perspective, thus improving its
scientificity and functionality. .

 The second applies the intercultural perspective to organizational issues,

institutional documents (the educational project, the internal regulations,
the reception plan, the coexistence plan, the annual programming, etc.),
the methodologies, the tutorial action, the teaching techniques and
strategies, the forms and uses of the evaluation of the students and the
center itself, the organization of times, spaces, student groups, etc.

 The third places emphasis on education in values, on the ethical

dimension of teaching, proposing the need to propose a true anti-racist
 education. Anti-racist education complements intercultural education,
favoring an education that builds a society with equal rights and
opportunities for all. It broadens the view towards other dimensions as
important as power relations, socioeconomic conditions, etc., turning them
into the central axis and backbone of analysis and action. Hence, this third
path explores the social, economic and cultural mechanisms that are at
the base of situations of discrimination that perpetuate exclusion and
implies educational and sociopolitical actions and commitments to change
these unjust and discriminatory structures. It allows not only to link the
content worked on with real life, but also to encourage students to initiate
thoughtful actions and see themselves as active subjects who can
collaborate to improve society through collective action and the critical
exercise of citizenship.

44)Comment broadly on multicultural education

The application of interculturality in educational work requires, first of all, and as

mentioned in the previous section, an attitudinal change of the teacher. As long
as it continues, consciously or unconsciously, to handle prejudices and
stereotypes about cultures and culturally different students, intercultural
education will not achieve its objectives. The teacher must therefore carry out
an internal process that allows an approach to cultural differences from the
perspective of respect, curiosity and enrichment. Only in this way can it
subsequently guarantee an intercultural pedagogical process.
There are two great complementary ways to integrate interculturality in
educational work:
 1º Interculturality as independent content. - In this case, activities are
carried out with the exclusive objective of promoting interculturality or
some of its fundamental components. They are therefore activities that
seek to awaken sensitivity about the topic or the development of some
specific intercultural competence. In this case, then, interculturality
appears as a concrete content to work with students or others.
 2º Interculturality as transversal content. - In this case, the intercultural
perspective is integrated into all planned activities to develop
 competencies that are contemplated in the basic curricular structure and
ordered by areas.
45)What can you say about intercultural pedagogy?

Intercultural pedagogy can be said to:

 It breaks with the holistic, objectivist and structuralist paradigm of culture
and introduces the flexible, permeable or pluralistic vision of it, by
accepting the individual's capacity to form their own cultural identity,
beyond the tight limits of rigid ethnic-ethnic identifications. traditional
cultural
 It aims to develop in students attitudes and values of acceptance and
tolerance regarding what is different, preventing the development of fear
or suspicion, which end up causing racism and xenophobia.
 It aims to instill common, supra-cultural values of the dignity and equality
of the human being, promoting the knowledge and function of human
rights;
 It seeks the development of methodologies that allow teachers to
facilitate the academic achievement of students from minority and
disadvantaged racial, ethnic, cultural and social groups, ensuring
differential treatment that, without breaking integration in the classroom,
allows points to be compensated. unequal starting points
46)What do we understand by “intercultural education?”

Intercultural Education is a teaching and learning method that is based on a set

of democratic values and beliefs, which seeks to promote cultural pluralism
within culturally diverse societies in a world.

It is also considered an educational model that promotes the cultural enrichment

of citizens, based on the recognition promotion and respect for diversity,
through exchange and dialogue, in active and critical participation for the
development of a democratic society based on equality, tolerance and
solidarity.

47)Would you be an intercultural university professor?

Yes, in all the expression of the word Intercultural university teacher, it is for that
reason that we are carrying out this higher education diploma, specifically in
module 2 of Psychopedagogy and Interculturality

48)How is the situation of Intercultural Education in your career and in

the university where you graduated?

Intercultural education in my career is really very bad, from the moment the
student enters the university we come across Teachers who, despite all the
circumstances, allow the formation of affinity groups, leaving aside a series of
students in the background. Another point would be taken into account that
teachers themselves have student preferences taking into account their social
or economic status or even their political ideology.

49)Why be or not be intercultural?

In my opinion it is better to be intercultural since any company that is looking to

expand will value this characteristic in the professional. Being able to socialize
with executives, investors, etc., from other cultures, without generating
misunderstandings, is a vital factor in the business world.

It is extremely important to remember that there are no better or worse cultures,

there is no hierarchy between them and obviously each one has its own way of
thinking, feeling and acting, however, they are all deserving of respect.

Achieving a connection between multiple cultures is a difficult task at first,

however, with an open mind and values such as respect and understanding,
little by little the barriers are overcome and an environment of healthy
coexistence will be created.

50)What is your impression as a professional about the module?

Broad impression, it met all expectations, and even made me notice a certain
number of errors that I made as a professional categorizing society by different
characteristics.

They were a great opportunity to open our eyes and have another perspective
of society and the students who are in our midst.