Master's Degree in Bilingual Intercultural Education with mention in Management and Innovation

In the Peruvian educational system, according to the National EIB Plan (RM-629-2016-MINEDU), there is an approximate deficit of 17,000 new teachers to cover the demand of the population that requires Intercultural Bilingual Education (EIB) (MINEDU, 2016 ). This situation expressly demands that the State attend to the rights of these populations to receive education in their language and culture as established by the General Education Law and the ILO Convention No. 169 signed by our country and which has constitutional status.

One of the fundamental problems of the quality of attention in the EIB is the serious difficulty of teachers so that their daily performance has the characteristics of an intercultural pedagogical praxis. The Ombudsman's Office has identified "that many teachers who work in EIB schools do not know the culture or language of their students, they lack methodological tools for teaching in the original language and Spanish as a second language, they have not been trained in the use and management of the educational materials produced for the EIB and have not been prepared to work in multigrade classrooms and develop a pedagogical practice that makes visible and celebrates differences, diversity. It is worrying that only 43% of EIB teachers read and write fluently in their native language and that 15% cannot speak fluently in Spanish”. (Ombudsman Report No. 174, 2016).

On the other hand, in order to accompany the teachers who are already working and develop their skills so that they can implement an intercultural pedagogical praxis, nearly 2,000 intercultural pedagogical assistants were trained and sent to the most remote communities who, although they have been trained in the basics of the EIB in terms of management and teacher training, require deepening and developing innovative proposals within the framework of the implementation of the EIB policy.

Likewise, in 32 Higher Pedagogical Institutes and 9 Universities in the country they are implementing Teacher Training programs in EIB in charge of teacher trainers trained for this purpose, but very few of them are specialized to be able to generate training proposals according to the demands of the intercultural context., with didactic capacities to implement the dialogue of knowledge and management as well as to articulate EIB proposals with other actors of local development. It is this broad context of implementation of the EIB policy that demands specialized capacities in the development of innovative proposals, intercultural management and research on didactics in the EIB.

The Faculty of Education (FAEDU) of the Universidad Peruana Cayetano Heredia (UPCH), always open to understanding the problems and needs of the educational reality, characterized by its deep diversity, considers that with the experience gained in the undergraduate EIB implemented for 4 years, has the necessary expertise to contribute to the formation of specialized capacities in the matter with the perspective of contributing to the implementation of the policy at the national and regional levels.

This master's proposal is characterized by having a progressive certification that includes diplomas in intercultural pedagogy, intercultural management and innovations in EIB.