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

This article aims at analyzing two river basin councils that operate in the state of Sonora, Mexico: High Northwest Basin Council and Mayo River Basin Council. Based on international experience related to river basin organizations, an analytical framework is presented to analyze the implementation of Integrated Water Resources Management in river basin councils. The analysis has three key dimensions: the structure of the river basin councils, its internal functioning, and the practical results of problem and conflict solving in the basins. The results revealed that the two river basin councils have structural and operational limitations, which constrain their performance and reduce their impact and achievements when implementing the Integrated Water Resources Management principles.

In this article I will discuss the process of teaching innovation in the training of community-based teachers in the Higher Studies Unit of Alotepec (UESA, according to its initials in Spanish) through its Bachelor’s Degree in Higher Secondary Education (LEMSC, according to its initials in Spanish). As the uesa was originally an institution in charge of training the future teachers of the Comprehensive Community Baccalaureate (BIC, according to its initials in Spanish), the teaching innovation that is documented in this paper has to do with the students' own training process in the UESA. Triangulation of their school experience in the BIC, their community formation and their school formation in the UESA-LEMSC, reflect on the educational model of the BIC, both in its descriptive and experiential dimension, which contribute to support and contextualize the training of future community-based teachers.

The goal of the present work is evaluating a specific dimension of the formative student processes in the UVI High Mountains, through a critical analysis of their research work known as “linked research” (IVG, according to its initials in Spanish). This research was carried out during a period ranging from one year, in some cases, to two and a half years, in others. This is an evaluation of ten students of the 2010-2016 generation, who studied a course named “Receptive Experience” in 2016. Preliminary results of this research show that the formative proposal of the UVI is focused on searching for cultural and linguistic pertinence, as well as in the strengthening and dinamization of indigenous cultures in our State.

La innovación educativa en general y la innovación docente en particular, se han convertido en una panacea aclamada por todo tipo de actores educativos, gubernamental y no -gubernamental, público y privado, que interviene en los debates contemporáneos sobre la educación y las reformas educativas. Tanto en la educación escolar básica, como en la educación superior, la innovación se vuelve prácticamente un sinónimo de “modernización” y de “tecnologización” educativa. Frente a este uso reduccionista- y obviamente influido por intereses relacionados con la mercantilización de determinados procesos áulicos-, reivindicamos una comprensión más crítica y holística de la innovación como proceso de cambio educativo, que se inspira en la pedagogía alternativa, comprometida con la transformación integral de las instituciones escolares.

This article is the result of the systematization of the Educational Experience (EE) of Social Organization and Participation (SO&P), that belongs to the Educational Program of the Baccalaureate in Intercultural Management for Development of the Veracruz University. It aims at registering the development of a linked research process where academics, students and social actors recognize the forms of OS&P that currently coexist in three Totonacapan villages located in the regions of Totonacapan Veracruzano, Totonacapan Poblano and Huasteca Veracruzana. The methodology focused on a Linked Research for Management (IVG) process in which interviews and field journals were used to describe and analyze the forms of organization promoted in the villages. The results show the importance of knowledge dialogue in the recognition of these forms of community organization for the development of meaningful learning in intercultural contexts.

This paper is about the work and teachings of an indigenous geography teacher in the Bilingual and Intercultural Teachers Training School of Oaxaca. In spite of being a basic education teacher, she developed innovative methods for the research and the systematization of community knowledge about their territory, through the creation of maps of sacred geography and the development of calendars. Here is part of her history and her work methodology with indigenous youth who are being trained to be teachers of basic indigenous education in the communities of Oaxaca.

The Intercultural education in Michoacan is a product of the history of indigenous peoples in Mexico, framed in global socioeconomic conflicts, and in the interior by labor and educational reforms that violate human rights. It reflects the exacerbation of conditions of economic precarization and exclusion from political participation. It is a synthesis of the struggle between those who have taken over the means of production and those who only have their labor power to live. Interculturality is the face of such a confrontation between two visions of the world which shows the tension between two forms of organization of knowledge, of projecting its ends and the means of its realizing. One is the pedagogy that seeks to liberate the original communities from their precariousness condition, and another is the resistance of the elites to maintain an education level that assures its power. In this context the degree in Community Management and Local Governments takes relevance as an intercultural formation that starts from below, from the indigenous communities.

This essay analyzes the colonial character of power and knowledge present in the Bilingual Intercultural Education Program (BIE) of the Experimental Pedagogical University of Venezuela. This analysis gets its theoretical support from the "epistemologies of the south" and various contributions on Intercultural Education in Latin America. The colonial character of knowledge is associated with the pattern of power that operates in different everyday contexts interrelated at the micro or macro structural level. In the BIE Program, historical evidence shows that indigenous knowledge has gradually been desecrated in the processes of management and training of teachers. Currently, curricular changes are under way in order to adequate the BIE Program to the current demands of teaching. Finally, possible proposals are put forward which seek to generate institutional and political changes on Intercultural Bilingual Education. This calls for the BIE to be taken from the socio-intercultural perspective, in order to progressively eradicate the pedagogical colonialism that still prevails in our centers of formation.

The following paper presents some of the most significant strategies of a research project centered on the development of creative and communicative abilities in university students. Such skills are applied to dramatic creation and the use of drama to revitalize indigenous languages as well generating and implementing management processes to improve local living conditions in mainly rural communities, in the State of Veracruz. The project activities were carried out in the four regions where the campuses of the Intercultural University of Veracruz (UVI, according to its initials in Spanish) are located. The paper focuses mostly in the work carried out at the Grandes Montañas campus, where it was possible to consolidate a bilingual drama group, involved in sociocultural interventions, through Community theater.

This article presents the process of educational intervention developed in the educative experience called Expressions of Totonac Art, which aims at creating and developing intercultural competences in students of the University of Veracruz. The generation and interiorization of such skills is emphasized during the learning process through an approximation to Totonicapán cultural diversity as a learning approach for the valorization of otherness. In order to do so, the educational experience was focused on an action-research methodology, which permitted to design an educational intervention strategy based on constructing knowledge through dialogue. The educational experience generated a relevant re-signification in each of the different formative profiles of the college students; the outcome of the learning process allowed them to recognize, reflect and analyze their concepts of identity, interculturality, intercultural relationships and valorization of the diversity within the Totonac world.