Interculturalism based on ancestral teachings, applied to agricultural practices

Abstract

This document analyzes interculturality based on ancestral teachings applied to agricultural practices as an educational strategy for agricultural engineering students in the Universidad en el Campo (UNICAM) program at the Río Blanco campus in Nicaragua. It begins with the need to integrate scientific knowledge with traditional knowledge to strengthen cultural identity and promote sustainable development in rural contexts. A reflective approach is adopted, grounded in categories such as bio-learning, decoloniality, sustainability, cultural identity, and dialogue of knowledge. Ancestral agricultural practices are highlighted as forms of contextualized learning, integrated with heuristic and metaheuristic approaches that enable students to understand and solve agroecological problems. Likewise, the role of intercultural education in the recovery of traditional knowledge through interaction with the community is emphasized. The integration of ancestral knowledge into agricultural education strengthens students’ holistic development, promoting values, cultural identity, and a commitment to the environment. Interculturality is established as a key pillar for relevant and sustainable education, capable of producing professionals who bridge the gap between ancestral and scientific knowledge for the benefit of community development.