Good pedagogical practices in intercultural bilingual education in indigenous and Afro-descendant communities of the Nicaraguan Caribbean Coast

Abstract

This essay proposes a reflection on the implementation of education with bilingual
intercultural relevance in schools on the Nicaraguan Caribbean Coast. Likewise, the
articulation of the educational subsystems expressed in the General Education Law in
Nicaragua (Law 582), which ensures quality education for indigenous, Afro-descendant
and mestizo students in the autonomous regions, is put into perspective. In addition, the
foundations of the Regional Autonomous Educational Subsystem (SEAR, for its acronym in
Spanish) and the development of pedagogical practices in bilingual intercultural education
are described. In this sense, ancestral and scientific knowledge are strengthened in order
to promote the axiological aspect in students and the search for intercultural relations
among peoples.