Análisis de los procesos pedagógicos que favorecen la prevención de los conflictos interculturales dentro del aula de clase en estudiantes universitarios, con apoyo de los postulados teóricos que sustentan el conocimiento en la Pedagogía y la Psicología social.

Abstract

The purpose of this monograph is the theoretical deepening on the subject of intercultural conflicts among university students. Although the university is the ideal place to make friends, expand knowledge and improve in all aspects, there is no shortage of differences between students and cultures, some require a third to help resolve these tensions, work entrusted to the areas of welfare and coexistence. In general, these situations are common when visualizing the clashes between the dynamics that were brought from the college to the university, it is also not easy to coexist when there are marked socio-economic, cultural and ethnographic differences, religious positions and different policies, eagerness of academic, social, affective competitiveness and in an environment where restructurings of previous affective relationships are presented or others are initiated. It is less easy to adapt to pre-established institutional norms and guidelines, which become grounds for conflict or personalization of situations. From the systematic review and analysis of literature regarding the theoretical postulates that sustain knowledge in pedagogy and social psychology, it is the result that people are modeled by culture and culture in turn is modeled by them, before which is logical to think about the need to implement in the university scenario, specifically in classrooms, pedagogical processes that favor educational development and tolerance among ethnic groups, to avoid intercultural conflicts that affect the integral development of being, coexist, know and do of the agents that make academic life in the University.