Educational processes in Intercultural Universities of Southeastern Mexico: Counterweights to the Modern/Colonial World-System

Abstract

In the face of civilizational crisis, alternative forms of relation between human beings and nature are needed. In Mexico, Intercultural Universities propose life alternatives through educational processes grounded in contextual, cultural and linguistic relevance. Thus, two core educational models from Southeastern Mexico are presented: Instituto de Educación Superior para el Desarrollo Humano Sustentable in Chiapas and Universidad Intercultural del Estado de Tabasco. The research objective is to analyze the discourses and sustainable practices undertaken by students which serve as forms of challenge to the modern/colonial world-system. The theoretical framework integrates an intercultural perspective with a decolonial approach. This study was conducted using a qualitative methodology and carried out through participant observation and semi-structured interviews. The analytical process yielded four core categories: political positioning, family dynamics, modes of production and community accompaniment. The findings reveal student-driven agroecological, sustainable and participatory strategies serving as direct forms of resistance against systemic oppression. The conclusions document fissures within the civilizational matrix that are being carved out by educational institutions and actors, that bring closer other possible horizons of life.