Metodologias para incorporar el dialogo de saberes en la formación superior de docentes de pueblos indigenas

Abstract

The present article discusses possibilities of methodologies interested in, through intercultural dialogue, to incorporate the ancestral knowledge of the native peoples in the courses of superior formation of indigenous teachers, since this is an old demand of the indigenous peoples of Latin America. The incorporation of these ancestral knowledge guarantees the permanence of a cultural diversity that allows the adoption of an intercultural pedagogy, which contributes to the formation of indigenous teachers who effectively produce actions that perpetuate these knowledge and innovate in the teaching methodologies of indigenous schools