<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1870-5308</journal-id>
<journal-title><![CDATA[CPU-e. Revista de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[CPU-e. Rev. Investig. Educ]]></abbrev-journal-title>
<issn>1870-5308</issn>
<publisher>
<publisher-name><![CDATA[Universidad Veracruzana, Instituto de Investigaciones en Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1870-53082019000200031</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modelos educativos en la educación universitaria para indígenas en el contexto latinoamericano]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational Models in Higher Education for Indigenous Students in the Context of Latin America]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosado-May]]></surname>
<given-names><![CDATA[Francisco J.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuevas-Albarrán]]></surname>
<given-names><![CDATA[Valeria B.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Intercultural Maya de Quintana Roo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Intercultural Maya de Quintana Roo Centro Intercultural de Proyectos y Negocios ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<numero>29</numero>
<fpage>31</fpage>
<lpage>57</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1870-53082019000200031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1870-53082019000200031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1870-53082019000200031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La educación universitaria disponible para estudiantes latinoamericanos indígenas se ubica, principal pero no únicamente, en alguno de tres modelos educativos. El convencional, basado en el método científico, no incluye la lengua, los saberes de las culturas indígenas ni sus formas de aprendizaje; el intracultural, que descansa en elementos propios de la cultura originaria para fortalecer su lengua, cultura, forma de pensamiento y cosmovisión; y el intercultural, que intenta combinar las dos anteriores. Reconociendo que la transmisión y creación de conocimiento son componentes transversales presentes en los modelos mencionados, se plantean como elementos articuladores que permiten tender puentes de acercamiento entre ellos. Así, se argumenta que la interculturalidad puede ser el resultado de un proceso en el que diferentes formas de construcción de conocimiento coexisten, en un ambiente seguro, dando oportunidad a la interacción multicultural para la innovación de conocimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Higher education available to indigenous Latin-American students can be identified with one of three academic models. One, called conventional, based on the scientific method, does not incorporate indigenous languages nor traditional knowledge or their ways of learning. A second one, called intracultural, rests on elements of the indigenous culture, strengthening their language, knowledge, social fabric and world vision. The third one, called intercultural, attempts to articulate the previous two. Transmission and construction of knowledge are critical components present in all three models, thus they can be important elements in bridging the gaps between them. This paper argues in favor of interculturality as the result of a process in which different systems of creating knowledge coexist in a safe environment, allowing innovation of knowledge, intercultural knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Modelos educativos]]></kwd>
<kwd lng="es"><![CDATA[Educación indígena]]></kwd>
<kwd lng="es"><![CDATA[Educación intercultural]]></kwd>
<kwd lng="es"><![CDATA[Educación universitaria]]></kwd>
<kwd lng="en"><![CDATA[Educational Model]]></kwd>
<kwd lng="en"><![CDATA[Indigenous Education]]></kwd>
<kwd lng="en"><![CDATA[Intercultural Education]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
</kwd-group>
</article-meta>
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