CHALLENGES FOR INTERCULTURAL BILINGUAL HIGHER EDUCATION. THE NATIONAL INTERCULTURAL UNIVERSITY OF THE CENTRAL JUNGLE "JUAN SANTOS ATAHUALPA" IN THE COVID-19 PANDEMIC.

Abstract

Within the framework of the virtual modality of classes and remote work, the changes imposed after the state of health emergency and confinement decreed by the COVID-19 pandemic are profound. In this context, the objective of this work is to identify strengths, weaknesses and prospects in teaching under the non-presential modality at the National Intercultural University of the Central Jungle "Juan Santos Atahualpa" (UNISCJSA), in Peru. The methodology of this study addresses a qualitative approach on a sample of 66 students out of a total of 140 from the Professional School of Intercultural Bilingual Education (EPEIB). Among the main results, two phases of ‘Remote Emergency Education’ stand out; one to face quarantine and the other, with the assistance of the Peruvian government through the PMESUT program, which trained teachers at public universities under certain parameters. The analysis of the results in the students highlights that 30% regularly enter the Teams platform synchronously, none of them activate their cameras when exchanging communication, since the main problem they face is connectivity. In turn, during the sessions the students carry out various activities, such as caring for minors in their charge. A high percentage listen to their classes by cell phone. The conclusions we can reach establish that education in times of pandemic is reflected in an uncertain reality, since the reproduction of knowledge denatures the learning of students from native communities, young people who speak Quechua, Ashaninka, Asheninka, and Yanesha. , nomatsigenga and kakinte, who did not develop educational experiences in their mother tongue, this being the first indicator of bilingualism and pedagogical foundation according to the National Curricular Basic Design of Initial Teacher Training of the Intercultural Bilingual Education Study Program (2018). Finally, the UNISCJSA in this period was not adapted to education in the virtual modality, but rather what was applied was Emergency Remote Education (ERE), which did not include technological and pedagogical innovation.