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

The Regional Autonomy of the Caribbean Coast of Nicaragua is a topic addressed from the perspective of social representations that allows to know how the Nueva Guinea population perceives the autonomic regime; also the identification of possible strategies of political and administrative definition of this mestizo territory, which according to 137 Law, it is part of the South Atlantic Autonomous Region -RAAS-, notwithstanding the Statute of the Regions of the Atlantic Coast of Nicaragua and its Regulations in article 42, there was no clarity in its jurisdiction. The research design had a qualitative, cross-sectional approach, the instruments for gathering information were individual and group interviews, with representation from all social and political sectors. Different insights were identified regarding the conceptualization and sense of inclusion in the autonomic regime, which can be summarized in two positions. One who has seen in the autonomy an opportunity for the municipality to reach higher levels of development if it is integrated into the region with the rights established in Law No. 28, and another, those who have thought of an exit that involves the formation of a new Autonomous Region. Elements are also provided to the authorities and organizations of Civil Society on the feelings of the population regarding this situation. The findings suggest that the population needs greater disclosure of the Law for the knowledge of its contents, and from this to make a broad consultation to its inhabitants before defining the future of this municipality. A clear response to the political - administrative lack of definition has also been urgently demanded.

The approach was based on the research: Beliefs and traditional customs of the Miskitu indigenous people from Kahkabila community, Laguna de Perlas, Autonomous Region of the South Atlantic of Nicaragua (RAAS). Revitalization is considered an important factor for strengthening the identity and self-esteem of the people and therefore the development of the community and Intercultural Bilingual Education (IBE). For the analysis of the gradual loss of the beliefs and ancestral traditions of this Miskitu community, the causes are identified and alternative solutions are proposed that contribute to the awareness of the youth. Interviews in the Miskitu language were applied to adults and the elderly; in kriol language to young people, women and men. Observation was used, in order to value the way and life style of the community members. It can be mentioned that the results of the main causes of the traditional beliefs and customs loss, is the mass emigration of the Miskitu community from Kahkabila. The economic situation and the imitation of the lifestyle in other ethnic groups. The recommendations are based on cultural revitalization, Bilingual Intercultural Education, traditional attitudes and practices.

This article was based on the monograph of the Intercultural Bilingual Education Degree, entitled Traditional History of the Kriol population of Corn Island in the field of culture, emphasizing the customs and beliefs of the Kriol people from Corn Island. The qualitative methodology proceeded technically in the action-reflection-participatory, especially focus groups and individual interviews with people of different ages. These people, in addition to sharing their knowledge, also expressed their deep feelings about the loss of our beliefs and customs in the new generations, as well as the possibility of revitalizing them. Talking about traditional beliefs and customs opens the possibility of expressing and practicing all the sacredness of our ancestors. These practices allowed them to live many years without diseases, enjoying good health and tranquility in their daily lives.

In order to assess the education at the bachelor level, generation 2001-2006, of the University of the Autonomous Regions of the Nicaraguan Caribbean Coast -URACCAN - Las Minas Campus, the professional performance was studied. Las Minas Campus is located in the Pedro Joaquín Chamorro neighborhood, sector No. 3 of Siuna Municipality, North Atlantic Autonomous Region. Las Minas Campus has three university extensions in the municipalities of Rosita, Bonanza and Waslala. 208 professionals from a total of 251 of this generation were surveyed. 57% corresponds to the female sex; 11% belongs to the Miskitu and Mayangnas indigenous peoples; 89% of mestizo people who constitute a majority and whose average age is 36 to 41 years. The majority is located in Siuna municipality and represents 56.3%; in Rosita 28.5%, in Bonanza 10.8% and in smaller proportion in the municipalities of Mulukukú, Waslala and Nindirí with 1.9%, 1.3% and 0.6 respectively. Regarding employability, it can be affirmed that 91% of the graduates are employed in institutions of the government sector. Those in the Agroforestry Engineering career, followed by a degree in Social Sciences with a mention in Local Development are the best paid people monetarily.

This research on the levels of linguistic knowledge has a qualitative nature. The purpose is to contribute to the improvement of the methodological strategies used to meet the levels of linguistic knowledge in Spanish as a second language held by the student community of the first year of Intercultural Bilingual Education teaching -EIB-, in the Gran Ducado de Luxembourg Teaching School second semester of the 2006 school year. For this purpose, some methodological elements that contribute to the development of the different levels of linguistic knowledge in Spanish as a second language were analyzed. Subsequently, some methodological recommendations are shared that would help the development of competences according to the levels of linguistic knowledge that the students possess. This research identifies a level that is called semi-beginner, and is below the requirements of the last level of linguistic knowledge posed by some linguists. It is recommended to adapt the programs of Spanish as a second language so that it responds to the interests and needs of students who speak the Miskitu language as their mother tonge, using different strategies and didactic techniques that facilitate a differentiated attention according to the levels of linguistic knowledge.

This article is based on the monograph in the Bilingual Intercultural Education degree, entitled: The Kriol language as the mother tongue of teaching-learning in the first and second grades in the Bilingual Intercultural Schools "Father Hugo Heinzen" in Brown Bank and "Monsignor Salvador Scheffler" in Tasbapauni. It constitutes a piloting of the curriculum of Intercultural Bilingual / Multilingual Education within the framework of the Regional Autonomous Educational System - SEAR-. It is about contributing to the consolidation of teaching in kriol as a mother tongue; also, it analyzes the methodology and verifies the attitudes of the educational community regarding kriol as the language of instruction and object of study. The results show the advantages of the mother tongue use in the active participation of children, assimilation of the contents and development of the outlined competences. The difficulty that was found is the lack of texts in the Tasbapauni School. Regarding the attitudes of the educational community, in Tasbapauni there is resistance concerning to the use of kriol in school, because it does not correspond to the childhood mother tongue and they want to replace it with the Miskitu. It is a confusion in the concepts: the original language or ancestral language of the population is Miskitu, but due to the linguistic change that occurred, the mother tongue of the majority of the population is kriol.