University teacher training in the context of multicultural, multiethnic, and multilingual

Abstract

Introduction: In recent decades, Indigenous and Afro-descendant peoples of Ecuador and Latin America have been making considerable progress in several issues that concern their quality of life. However, these advances are still insufficient in the field of education. In this regard, the training of university teachers is transcendental to achieve the educational inclusion of all students from diverse cultures. Since the teacher with knowledge of multicultural and multilingual context contributes to the acceptance of the complexity of each human being and recognizes that all educational actors are multicultural and can work together to achieve an intercultural society. Objectives: this research work is proposed with the purpose of identifying the university teaching role and its fulfillment in the face of the diversity of its students. In the same way, identify that andragogy is being used for the inclusion of the linguistic, cultural, social, religious, and axiological of the students. Methodology: this research was conducted through a qualitative and quantitative approach that allowed to appreciate the information obtained on the inclusive educational practice in institutions of Indigenous peoples. The research was based on the bibliographic and field modality with theoretical support and approach to the educational reality. The research work presents an exploratory and descriptive level. The techniques that were applied were the interview with a guide of ten questions addressed to twenty teachers who work in different Educational Institutions of higher education. Results: the results express that educational institutions can no longer consider as a compensatory education if it is not urgent to create necessary conditions for students from diverse cultures to have a type of learning processes relevant to their sociocultural reality. Area of study or branch of science:  Basic Education