Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The present study was carried out to identify the performance of tutors in the monographic research process 2010-2016, at URACCAN, Nueva Guinea Campus. It is a quantitative research study with a correlational and cross-sectional scope based on a descriptive design. The participating population was male and female graduates (380 students), as well as the teaching staff who did tutoring in this period. The sample was calculated through the Schaefer equation, it was disaggregated for each stratum by sex, career and year of graduation. The information was collected through surveys organized on a Likert scale. The variables considered were; characteristics that a tutor must meet, effectiveness and importance of tutoring, main difficulties and weaknesses in the accompaniment. The results show that most of the tutors know and identify the stages or processes of the monographic research, given by the knowledge of the normative framework that organize this process and the moments of it, even so, it was obtained that a proportion of teachers do not know fully the different stages and moments of the process, which affects the investigative support to the students. On the other hand, the students value positively the tutee performance and qualities of the tutor given by the knowledge related to the researched topics, experience in conducting investigative accompaniment processes, synergies created between tutor and students, also, there are elements to improve as it is the accompaniment in the elaboration of the scientific article being this the weakest moment of the tutorial process. The study shows that the tutoring in URACCAN is effective, given by the high number of students that conclude their research process in the considered period according to the regulations and the positive evaluation of the process by the students. It is concluded that the tutors in URACCAN develop an effective accompaniment process to the students in their research process.  

This research was carried out with the purpose of analyzing the marketing processes carried out by lobster micro-entrepreneurs women in Bilwi Municipal Market. The study is a mixed type (quantitative and qualitative) of a descriptive level, because the data was quantified and then analyzed according to the variables formulated and along with the theoretical framework described. The research is retrospective and cross-sectional, due to the study of the prevalence of exposure and the effect on a population sample in a single temporal moment. The information was obtained through surveys and documentary review. The relevant results have shown that the micro entrepreneurs’ women at Bilwi municipal market carry out the commercialization of lobsters empirically; they provide the product from different sources, among them artisanal fishermen, pequineras (women who are dedicated to buying and selling lobster), independent gatherers that arrive from coastal communities or fishing companies. This study also provides information for the authorities of the regional government of the RACCN, Puerto Cabezas municipal government, the Family, Cooperative and Community Economy Ministry, as well as financial entities to design and implement policies and strategies to support this sector.

The study has dealt with the indigenous women participation in the administration of natural resources in France Sirpi community. It describes the spaces and roles, identifies factors that limit and enable their participation within the organizational and decision-making systems, as well as assessing their perception of participation in the natural resources administration. The study was qualitative and quantitative. It describes situations, interactions, attitudes and observable behaviors; it details verifiable statistical data. The techniques applied were interviews, participant observation, focus groups, survey and documentary review. It was found that the indigenous women from the France Sirpi community, despite being involved in activities within the community, have limitations not only in the understanding of the term, but in the internalization of it, for the exercise of their rights. Sociocultural factors and lifestyle influence the access to models and organizational systems for the exercise of law for decision making and the natural resources administration where the participation of indigenous women has been limited only to the use and access to natural resources. The study provides awareness to sociology students and related careers, indigenous women, communal, territorial, municipal and regional authorities, on the importance of women’s participation in spaces for decision making and promote strategies according to the context and with the reality that the indigenous women of the region meet

This brief essay is the result of an investigation on the good living “yamni yalahna / atinan lâni”, living well “yamni yalahnin” and development “barakna lâni” conceptualizations, in the sumu-mayangna people worldview. To better understand the concept, the elderly, young people (men and women) and professional people thinking, was taken into account. In the development of the article, it is reflected the words of the characters with whom the direct conversation was made visiting the communities and comparisons with the western theory of good living and development. Likewise, it makes comparison with the theory of the indigenous peoples of other countries.  

In Latin America and the Caribbean, several intercultural community universities have emerged promoted by indigenous people, Afro-descendants and other ethnic communities, with the enthusiasm of offering their communities an education of their own according to their cultures, ways of thinking, and ways of living, knowings and practices. In Nicaragua, URACCAN is one of them; However, the work of this type of universities has not been easy, due to the resistance of recognizing them as such, to the point that government authorities in some countries attack their existence, alleging lack of quality, promoting until closing in some cases. Therefore, it is important to share the work of intercultural community universities in a way that helps the community in general to know and recognize the importance of these universities. In this sense, this essay describes the work of URACCAN; showing the positive results that it has had both in its construction as an intercultural community public university and with the strengthening of the Nicaraguan Regional Autonomy and recognition at the international level

In the nineties of the last century, a large part of the original peoples of Abya Yala demand before their States the creation of their own higher education space that can be called University. In Ecuador, the creation of the Intercultural University of Indigenous Nationalities and Peoples “Amawtay Wasi” is achieved through the law of the republic in 2004. This is one of the most emblematic projects of the Ecuadorian indigenous movement, whose main promoters were the Confederation of Indigenous Nationalities of Ecuador (CONAIE) and the Scientific Institute of Indigenous Cultures (ICCI). After eight years of surviving the tensions created by a colonial state, through the technical-political argument called "Evaluation", the "Epistemic Apartheid" is applied, closing the University definitively. After four years of resistance to the abuse and regression of rights, President Lenin Moreno offers to restore the right to Higher Education. Indeed, in the context of a "dialogue" and the reform of LOES the University is now recovering as a "Public Communitarian", the same as since the creation of the "Negotiation Commission" where there is only one indigenous member of its seven members, as an originally alternative project it is caught in the tentacles of the "Coloniality of Power".  

The essay intends to review the progress of the learning communities function in the process of interculturalization of higher education at URACCAN, Bilwi Campus. For this, a general description of the university was made, then the task of the learning communities function in the field of interculturalization of higher education and knowings dialogue was reviewed. The information was obtained from the review of the institutional management report of Bilwi Campus for 2018 and its compliance with the provisions of the strategic plan (2015-2019). Significant advances are shown in the interculturalization of higher education, which can be evidenced in the philosophical and normative framework of the university. In Bilwi campus, from the function of learning communities, compliance with the philosophical framework is sought, trying to bring access gaps and permanence to a relevant and quality higher education among people of diverse backgrounds. In spite of the above, it is necessary to continue working on the awareness of the staff working in the institution, especially the time-staff, in order to break the hegemonic paradigm of conventional universities in relation to the role of the professor. Similarly, it is necessary to continue advancing in the creation and recreation of new knowledge that benefits both indigenous communities and the university and society in general.

In recent decades, when referring to higher education for indigenous and Afro-descendant peoples, thinking about access to the tertiary education system tends to be reduced, that is to say: inclusion or quotas in synonym of representativeness, in accordance with this approach it can be affirmed that, the first intentions to provide a higher education to these historically marginalized populations were developed through inclusive actions within higher education institutions that are called conventional; However, with the passage of time the demands of indigenous populations are mainly exercised with greater rigor in terms of being able to have their own educational system, which responds to the standards of quality and relevance established by the same peoples and communities, there the emergence and transition from a conventional higher education to an intercultural higher education. This essay presents a bibliographic review on the topic Higher Education in Latin America and focuses on the experience of Nicaragua. The issue of interculturality in tertiary education is mainly addressed, and particularly some directions that universities or institutions of intercultural community character should or are taking. The approaches are intended to clearly establish the impact that intercultural community universities have had, by setting the issue of interculturality on the agenda, and even more so that positions are adopted to facilitate interculturalization of higher education as a topic of discussion, of reflection and concrete rethinking for acting in educational systems.

The purpose of this essay is to identify innovations that have been taking place in Intercultural Higher Education in Latin America, for this a series of bibliographic references were analyzed within the framework of the first encounter of the Intercultural Studies Doctorate dictated by URACCAN. It is found that in the last decades since the conquest and independence of Latin America, indigenous peoples have maintained their struggles regarding their rights and some of their innovative contributions are observed in terms of changes in national and international legal frameworks, creation of various intercultural higher education institutions through various forms of collaboration, visions, experiences and innovative proposals. These are some of the results and with respect to a new multicultural constitutional system on new forms of the State with unique characteristics worldwide and a tendency to build a different University Model, the current one is no longer relevant to the Latin American context, since other forms of teaching, research and extension are required, where interculturality, collaboration and innovation prevail.

Indigenous and Afro-descendant peoples have historically been subjected to discrimination, marginalization, inequality, injustice, exclusion, institutionalized racism, poverty and social violence, from there, the struggles and realities of Latin America are diverse according to the spaces and conditions of each of the countries and villages. From the Universal Declaration of Human Rights until today there are advances in the legal framework in the international and national sphere in the recognition of the plurality and cultural diversity in the Political Constitution of each country, the approval of norms and laws specific to the Peoples' rights with emphasis on legal, health and education; however, effective application is still a utopia, some are made from the discourse, without really sharing power in the different decision-making spaces, as well as the equitable redistribution of resources or promoting equal opportunities that hinder violation of human rights. This essay gives an overview of teaching in its basic functions of training men and women, the articulation of endogenous knowledge with the exogenous, research and community social extension. Finally, as a conclusion, challenges and / or pending actions are presented to ensure the intercultural university model.