Social inclusion of students who speak indigenous language in the academic division of education and arts of the autonomous Juárez University of Tabasco - Mexico

Abstract

The  passage  of  the  Indian  student  by  conventional  public university  is  a  case  virtually  unknown  and  little  studied  in educational  research  in  our  country.  But  especially  indigenous women,  are discriminated  against  by  statistics  and  by  a  large number  of  administrative  records.  So  that  there  is  a  gap  of knowledge  in  the  sense  of  income,  college  life  experiences  and destinations  of  students  of ethnic  origin  that  cross  university classrooms.  The  DAEA  no  studies  on  the  subject  that  can  support the  creation  of  a  program  of  social  inclusiveness  of  indigenous students,  which  meets  the  needs  of attention  to  diversity  and ethno-linguistic  differences,  we  own  identity  as  cultural richness.  That  "minority"  coursing  their  bachelor's  degrees  in DAEA  not  end  up  feeling  part  of  the  university  community. The uprooting  of  their  origin  leads  us  to  raise  the  question  of  how the university can include conventional intercultural approach in practice? and that it is not only on paper so that these students feel integrated the knowledge so that their part of the knowledge of non HLI population.