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The purpose of the research was to carry out a state of the art based on the works that have been developed on the administration of intercultural educational management, based on the positivist concepts of classical and psychosocial theories of organization. Educational institutions are complex organizations where many factors come together, whose management demands collective work to respond to the different needs of the educational organization from an intercultural environment. For its development, it was carried out from a qualitative approach, using the method of documentary analysis, which allows the study of accumulated knowledge, in order to take stock of trends in educational management and its involvement in educational institutions. intercultural. In the end, it was possible to conclude that educational management practices impact and generate changes, which leads to rethink management and organization models that generate enriching learning environments aimed at the development of students and the institution. [ABSTRACT FROM AUTHOR]

This proposal is an invitation to think about the context of Bogota schools and the dynamics colonizing of the school, showing the flaws and details of a classroom and an education that does not take into account the presence of ethnic diversity ignoring from the lens of multiculturalism. We analyze pedagogy of re-existence as an example of defense against the process of acculturation of black people in Colombia and assume a decolonial and intercultural education in which it can rethink the school and its dynamics.

In this article we will work two main parts, the first focuses on different theoretical issues such as the culture of peace, the importance of the family to create a peaceful environment in the classroom and beyond, multiculturalism, everyday school violence and a second part activities that have been carried out with students, in favor of creating peaceful environments within the classroom and school are described.

This article is aimed at propose different strategies through Education for Peace and Multiculturalism to eradicate discrimination on the official secondary school No. 030, "Melchor Ocampo" morning shift, mainly in groups first, Temoaya community, state of Mexico, with cases of discrimination, and this is a multicultural school, because it has harboring people of Otomi and other places.

Based on the mission and vision of Indigenous Autonomous University of Mexico the idea to form a Corps Academic Degree in Accounting education program, whose mission is to develop the culture of research in each of the Education Facilitators and the Academic Headlines accounting education Program, the development of knowledge by placing a high priority for intellectual contribution to research work of quality that allows the local as well as regional development through intercultural education in accounting, administrative and fiscal area. It is intended to be a group of researchers with local and regional recognition, with input from research in intercultural education to implement the updates of concepts, methods and techniques of accounting area and application thereof, committed with small and medium enterprises region, both in administration as a prosecutor.

The aim of this research is to assess the social capital of intercultural nursing students. We made a quantitative, exploratory and transverse study with a non-experimental design. A sample was taken composed of 55 intercultural nursing students of the Intercultural University of the State of Tabasco at Oxolotán, during the months of November and December 2014. A questionnaire for measuring social capital for indigenous peoples was administered. We found high levels of social capital; however, there were not significant differences according the State of provenance and the pertinence to a native group using student’s t distribution. Also we noted the need for the mediator intervention of the University to employ social capital as a strategic element to promote community development and ensure an inclusive access to public health through empowered nursing professionals who are subject of action for common good.

Mexico is going through a period of exacerbated violence, corruption, intolerance, etc. as it is shown by the index of Peace (2015), where the country as a whole is less than the peaceful Central America and the state of Mexico ranks 23 out of 32 states that make up the Mexican republic. These behaviors permeate schools are a product of society itself and although efforts have been made to reverse these trends by manual or classical coercive discipline offenders actually work must be with the entire school population that the results are lasting.

This proposal is an invitation to think about the context of Bogota schools and the dynamics colonizing of the school, showing the flaws and details of a classroom and an education that does not take into account the presence of ethnic diversity ignoring from the lens of multiculturalism. We analyze pedagogy of re-existence as an example of defense against the process of acculturation of black people in Colombia and assume a decolonial and intercultural education in which it can rethink the school and its dynamics. [ABSTRACT FROM AUTHOR]

There have been recently known new theoretical proposals with a territorial and intercultural focusing and without qualifying development. What we mean with this, is that is not the market what has to be supported, neither the production, nor the economy; what it has to be sustainable and lasting, is the length of life. The world vision of one of the most important flows in Latin America consists in this: the holistic and constructivist vision of the Red Nuevo Paradigma (Souza and Victorino 2010). The aim of this article is to make a synthesis of the evolution of the theories of environmental education, territory and interculturality and development, through a documentary review, from the most traditional theories such as environmental education for conservation until the most recent of the environmental education for sustainability, including ingredients such as the integral endogenous development and for ‘the good living’, from the Latin America perspective to build a political and educative proposal based on the environmental education for the sustainability in the superior education, in the intercultural context with a territorial focusing.

The aim of this paper is, in a first part, describing some social and economic phenomena that are present in the school through the students to reflect possible scenarios after peace from conflict and violence to school so common occur within educational institutions. In a second part, we propose a comprehensive peace in the approaches to intercultural education as a non-violent alternative that allows building a peaceful school life.

In the context of the Educative Politic formulated in the international scope by the Multilateral Organisms (Jomtiem, 1990; Salamanca, 1994; Dakar, 2000), it´s been emphasized the moral and political obligation of attend also the social groups that express and manifest social, cultural, economic, politic, and physical different characteristics, that a democratic society requires. The sociocultural and educative necessities of the groups raised in thisforums, were postulated from the dialog between the inclusion and theinterculturality , for guarantee the access to all the educative services available to society, “assuring” the resources for socialize, grow without losing their identity and been incorporated to socioeconomic processes. The persistent social, cultural, economic, and educative gaps, showed the number of people that lives in poverty and, the unequal distribution of the wealth; those gaps has been transformed in serious deficiencies, moreover of delay the democratization of the societies processes. However more tan been a relative marginal issue to the integration of the students in the regular educative system, the debate focuses in how to transform the educative systems and the knowledge environments for giving an answer to the differences of the students and not to the attention of the different.

Intercultural communication is interpersonal communication involving people with cultural references different enough that it may pose a significant barrier that difficult communication efficiency. It proposes an analysis of nonverbal communication highlighting the importance of the nonverbal aspects of communication and the different contributions of studies on the kinesics, the proxemics and some senses like touch and smell, highly influenced by the cultural references of each person. These studies reveal some basic differences in potential intercultural communicative encounter.

In this article we will work two main parts, the first focuses on different theoretical issues such as the culture of peace, the importance of the family to create a peaceful environment in the classroom and beyond, multiculturalism, everyday school violence and a second part activities that have been carried out with students, in favor of creating peaceful environments within the classroom and school are described. [ABSTRACT FROM AUTHOR]

This article is aimed at propose different strategies through Education for Peace and Multiculturalism to eradicate discrimination on the official secondary school No. 030, "Melchor Ocampo" morning shift, mainly in groups first, Temoaya community, state of Mexico, with cases of discrimination, and this is a multicultural school, because it has harboring people of Otomi and other places. [ABSTRACT FROM AUTHOR]

This article is aimed at propose different strategies through Education for Peace and Multiculturalism to eradicate discrimination on the official secondary school No. 030, "Melchor Ocampo" morning shift, mainly in groups first, Temoaya community, state of Mexico, with cases of discrimination, and this is a multicultural school, because it has harboring people of Otomi and other places. [ABSTRACT FROM AUTHOR]

Based on the mission and vision of Indigenous Autonomous University of Mexico the idea toform a Corps Academic Degree in Accounting education program, whose mission is to develop the culture of research in each of the Education Facilitators and the Academic Headlines accounting education Program, the development of knowledge by placing a high priority for intellectual contribution to research work of quality that allows the local as well as regional development through intercultural education in accounting, administrative and fiscal area. It is intended to be a group of researchers with local and regional recognition, with input from research in intercultural education to implement the updates of concepts, methods and techniques of accounting area and application thereof, committed with small and medium enterprises region, both in administration as a prosecutor. [ABSTRACT FROM AUTHOR]

The aim of this research is to assess the social capital of intercultural nursing students. We made a quantitative, exploratory and transverse study with a non-experimental design. A sample was taken composed of 55 intercultural nursing students of the Intercultural University of the State of Tabasco at Oxolotán, during the months of November and December 2014. A questionnaire for measuring social capital for indigenous peoples was administered. We found high levels of social capital; however, there were not significant differences according the State of provenance and the pertinence to a native group using student's t distribution. Also we noted the need for the mediator intervention of the University to employ social capital as a strategic element to promote community development and ensure an inclusive access to public health through empowered nursing professionals who are subject of action for common good. [ABSTRACT FROM AUTHOR]

Mexico is going through a period of exacerbated violence, corruption, intolerance, etc. as it is shown by the index of Peace (2015), where the country as a whole is less than the peaceful Central America and the state of Mexico ranks 23 out of 32 states that make up the Mexican republic. These behaviors permeate schools are a product of society itself and although efforts have been made to reverse these trends by manual or classical coercive discipline offenders actually work must be with the entire school population that the results are lasting. [ABSTRACT FROM AUTHOR]

There have been recently known new theoretical proposals with a territorial and intercultural focusing and without qualifying development. What we mean with this, is that is not the market what has to be supported, neither the production, nor the economy; what it has to be sustainable and lasting, is the length of life. The world vision of one of the most important flows in Latin America consists in this: the holistic and constructivist vision of the Red Nuevo Paradigma (Souza and Victorino 2010). The aim of this article is to make a synthesis of the evolution of the theories of environmental education, territory and interculturality and development, through a documentary review, from the most traditional theories such as environmental education for conservation until the most recent of the environmental education for sustainability, including ingredients such as the integral endogenous development and for 'the good living', from the Latin America perspective to build a political and educative proposal based on the environmental education for the sustainability in the superior education, in the intercultural context with a territorial focusing. [ABSTRACT FROM AUTHOR]

The aim of this paper is, in a first part, describing some social and economic phenomena that are present in the school through the students to reflect possible scenarios after peace from conflict and violence to school so common occur within educational institutions. In a second part, we propose a comprehensive peace in the approaches to intercultural education as a nonviolent alternative that allows building a peaceful school life. [ABSTRACT FROM AUTHOR]

In the context of the Educative Politic formulated in the international scope by the Multilateral Organisms (Jomtiem, 1990; Salamanca, 1994; Dakar, 2000), it's been emphasized the moral and political obligation of attend also the social groups that express and manifest social, cultural, economic, politic, and physical different characteristics, that a democratic society requires. The sociocultural and educative necessities of the groups raised in this forums, were postulated from the dialog between the inclusion and the interculturality, for guarantee the access to all the educative services available to society, "assuring" the resources for socialize, grow without losing their identity and been incorporated to socioeconomic processes. The persistent social, cultural, economic, and educative gaps, showed the number of people that lives in poverty and, the unequal distribution of the wealth; those gaps has been transformed in serious deficiencies, moreover of delay the democratization of the societies processes. However more than been a relative marginal issue to the integration of the students in the regular educative system, the debate focuses in how to transform the educative systems and the knowledge environments for giving an answer to the differences of the students and not to the attention of the different. [ABSTRACT FROM AUTHOR]

Education is a human process and a social fact, the debate lies in the ideas that conceive education as transmission, oriented reproduction of reality from a vision, fragmented and static; transformation, this perspective acknowledges the transmission, defines it as a necessary practice for social change. These notions defines education as a communicative process, involving social relations among people in different contexts, under situations of exchange and mutual modifications, where conflict arises. Education as state task is under a particular vision of reality with certain objectives, that do not always provide answers to the needs and expectations of individuals and social groups in multicultural contexts, in this dimension of education and the school becomes the locus of the dispute. Social policies for inclusion conceived to school as one of the spaces to manage the differences associated with cultural diversity, the school makes visible the cultural diversity and then disable it, by incorporating them in the discourse of cultural protocols. Cultural policies recognize exclusion, rights and against racism, discrimination and social, through affirmative action to combat poverty. The challenge is to create devices and appropriate strategies and attention to diversity, to manage new forms of life with a future horizon towards intercultural relations in an inclusive society. [ABSTRACT FROM AUTHOR]