Keywords
ethnicity
recognition
higher education
knowledge
Indigenous people
How to Cite
Abstract
A proximal-performative approach to the intercultural policies in two cases of higher education in Brazil and Mexico is layed out. It is suggested that a differentiating element between these is the knowledge they produce. Specifically, it is considered that, although intercultural knowledge contains common elements in the two cases analyzed (intercultural as something different from the indigenous knowledge, the open defense of indigenous interests and the notion of participation) that correspond to a static vision, there are elements that allow their differentiation (the problematization the intercultural option as a theme for reflection and the acting origin of proposals), through which these policies can be converted into projects, providing hope and strategic positions instead of closed solutions.These reflections are based on the analysis of documents for the dissemination of knowledge produced within specific policies: PROLIND program from Brazil and intercultural universities in Mexico.
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