Anthropologica

URI permanente para esta comunidadhttp://54.81.141.168/handle/123456789/178510

ISSN: 0254-9212
e-ISSN: 2224-6428

Anthropologica del Departamento de Ciencias Sociales es una publicación de la Especialidad de Antropología de la Pontificia Universidad Católica del Perú que se edita desde 1983.

Anthropologica publica trabajos originales inéditos resultado de las investigaciones empíricas y etnográficas más recientes dentro de la antropología y disciplinas afines en el ámbito nacional e internacional, con énfasis en la región andina y amazónica. Se dirige a estudiosos de antropología, profesores universitarios, investigadores y académicos de las ciencias sociales y humanas.

La revista está compuesta por cuatro secciones: Artículos, Reseñas, Traducciones, y Testimonios para la historia de la antropología. Las temáticas dentro de estas secciones pueden ser muy variadas como se puede observar al revisar los números anteriormente publicados. Las mismas deben ser, sin embargo, relevantes a la antropología y disciplinas afines.

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Filtros

2014 - 20173

Ajustes

Autorsearch.filters.applied.operator.equals: search.filters.author.Olivera Rodríguez, InésTemasearch.filters.applied.operator.equals: search.filters.subject.Educación superior intercultural

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Mostrando 1 - 3 de 3
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    Educación Superior y pueblos indígenas: marcos nacionales para contextualizar las experiencias del dossier
    (Pontificia Universidad Católica del Perú. Fondo Editorial, 2017-12-15) Olivera Rodríguez, Inés; Dietz, Gunther
    In order to provide a contextual frame to understand and to compare the experiences analyzed in this issue, this introductory text presents the situation indigenous youth is facing in higher education in Mexico and Peru. This contextual presentation has been shaped by our conviction that what has been achieved is a result of a larger process of indigenous struggles and claims, their translation into public policy and its implementation inside higher education institutions. Accordingly, this text introduces the cases of Mexico and Peru through two dimensions: the emergence of the specific claims, on the one hand, and the respective construction of intercultural higher education for indigenous people, on the other hand.
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    Nuevos escenarios, nuevas propuestas, otras actoras: licenciadas indígenas y la Universidad Veracruzana Intercultural
    (Pontificia Universidad Católica del Perú. Fondo Editorial, 2017-12-15) Olivera Rodríguez, Inés
    This article discusses the emergence of new actors among graduate students in Mexico, specifically of indigenous graduate women, who are one of the results of an educational model that intends to question the prevailing developmental logic. It describes and analyzes the role of intercultural higher education policies as catalyst for an emerging professional profile that is having important impacts in building new family, community and regional relations. Through the discussion of these policies, their origins, limits and possibilities, this paper focuses on the specific proposal of the Universidad Veracruzana Intercultural (UVI). It also examines the life experiences of five UVI female graduates, and concentrates in one case in which her trajectory is compared to the life experiences of her own mother, grandmother and great-grandmother. Through these cases, the paper seeks to identify the ways in which the UVI contributes to the constitution of these new female actors.
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    ¿Desarrollo o bien vivir? Repensando la función social de la Universidad Intercultural desde el cuestionamiento al efecto educativo
    (Pontificia Universidad Católica del Perú. Fondo Editorial, 2014-01-22) Olivera Rodríguez, Inés
    The educative institution is the result of a modern-colonial socialorder determined by a euro-centric knowledge that responds to the logic of capitalism as a world order of power. the debates about schooling that understands its function as the efficient insertion of individuals into society are proof of this. In the order of current public policies, the logic of human development still rules over the national educative projects. this problem worsens when one considers intercultural contexts once the logic of capital, productivity, and economic growth are not the base of other ways of seeing the world. Interculturality as a dialogue and interaction of different symbolic universes demands the incorporation of other epistemologies and schooling logics. Thus, mexican Intercultural universities demand new responses from the formal educative system. these proposals seem to approximate to the construction of plural societies, capable of including everybody in life projects. the purpose is the construction of a true dialogue between forms of knowledge. therefore, the main question that is asked here is: how can educative effects be thought in an intercultural context? to answer it, I have made a critical reading of Anibal Quijano’s theory of the coloniality of power which gives an understanding of interculturality based on the real inclusion of other epistemologies that allow seeing the world from other angles and other forms of knowledge.