Laura Selene Mateos Cortés
Dados Biográficos
| ID | 289545 |
|---|---|
| NOME | Laura Selene Mateos Cortés |
| PRENOMES | Laura Selene Mateos |
| SOBRENOME | Cortés |
| ASSINATURA | CORTÉS L S M |
| AFILIAÇÕES | Universidad Veracruzana |
| ORCID | 0000-0002-1093-4654 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 99 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1998 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Estudiantes indígenas en la educación superior
Indigenous Knowledge in Mexican Higher Education
Although Sustainable Development Goal 4 claims that governments “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all,” our research on Indigenous students in Mexican higher education finds a huge gap between measures to promote student access to universities and the “interculturalization” of study programs to ensure their cultural and linguistic relevance. In this article, we discuss findings of ou…
Freire’s longevity in intercultural education
In this paper we comparatively analyze the transnational migration of Freirean critical pedagogy to intercultural higher education in two plurilingual indigenous regions, the Cauca department (Colombia) and the state of Veracruz (Mexico). Through a case study of the Universidad Autónoma Indígena Intercultural (UAIIN), an indigenous intercultural university created by the Consejo Regional Indígena del Cauca, in Colombia, and the Universidad Veracr…
Between Community and University
Intercultural higher education in Mexico aims at creating new, culturally and linguistically adapted professional profiles in order to empower indigenous youth and their communities. For about a decade, so-called intercultural universities have been emerging in rural and indigenous contexts which offer academic courses with an intercultural approach in indigenous languages, in communication, in sustainability, in health and in law. In this contri…
Mexican intercultural education in times of Covid-19 pandemic
The COVID-19 pandemic that since January 2020 has been battering different regions, countries, and continents has not only paralysed much of the world's economic activities, but it has also made an impact on the educational work of schools and families, teachers, and communities. In this brief contribution, we will sketch the effects of the pandemic on indigenous children and teenagers in Veracruz, Mexico, who are being affected by the closure of…
Entre comunidad y universidad
Intercultural higher education in Mexico aims at creating new, culturally and linguistically adapted professional profiles in order to empower indigenous youth and their communities. For about a decade, so-called intercultural universities have been emerging in rural and indigenous contexts which offer academic courses with an intercultural approach in indigenous languages, in communication, in sustainability, in health and in law. In this contri…
Indigenous Youth Graduating from Intercultural Universities
Intercultural higher education in Mexico aims at creating new, culturally and linguistically appropriate, professional career opportunities that empower indigenous youth and their communities. In this paper, empirical results are presented from a research project which ethnographically accompanies graduates from an intercultural university, the Universidad Veracruzana Intercultural (UVI), located in four indigenous regions of the South Eastern Me…
Local resignifications of transnational discourses in intercultural higher education
Our main objective is to analyze the different ways in which people involved in the Mexican intercultural education subsystem conceive interculturality. This subsystem is still emerging and we refer to the specific case of Veracruz. We point out the discursive elements implied in the construction of definitions as well as the linguistic screens generated by actors and institutions. How are significations, translations and adaptations in intercult…
Qué de intercultural tiene la "universidad intercultural"? Del debate político-pedagógico a un estudio de caso veracruzano
Las universidades interculturales, creadas desde inicios del siglo XXI en México, se están constituyendo paulatinamente en un nuevo subsistema de educación superior. En esta contribución, esbozamos brevemente las tendencias generales que caracterizan este emergente subsistema, basándonos para ello en los resultados de un estado del conocimiento recién concluido, antes de ilustrar con un estudio de caso, proveniente de una etnografía colaborativa …
The need for comparison in intercultural education
Intercultural education has arisen in the last two decades as an intersectional field of academic knowledge and professional development, located at the borders and in the confluence of the multicultural paradigm in the social sciences, the anthropology of education, and other interdisciplinary subfields commonly known as Intercultural Studies. As will be discussed throughout this article, the thematic range represented by the broad topos of inte…
Plant Management in the Tehuacán-Cuicatlán Valley, Mexico1
The discourse of interculturality and its transnational migration
This paper analyses the ways in which social and educational networks are being configured around the actors participating in the increasingly transnational field of intercultural education both at the Universidad Veracruzana Intercultural and the Veracruz State Ministry of Education. It starts by defining the notion of discursive migration as conceptual transformations that occur when particular discourses cross certain national as well as disci…
Plant resources of the Tehuacán-Cuicatlán valley, Mexico
Patrones en el conocimiento, uso y manejo de plantas en pueblos indígenas de México
Se presenta una síntesis de información etnobiológica obtenida entre grupos indígenas de México, analizando tendencias y patrones en las formas de conocer, utilizar y manipular los recursos biológicos. Los sistemas indígenas de nomenclatura y clasificación de plantas son altamente elaborados y complejos. Aunque en general éstos parecen seguir los principios generales de clasificación folk descubiertos por Brent Berlin y otros autores, se observan…
Plant resources of the Tehuacán-Cuicatlán valley, Mexico
Plant Management in the Tehuacán-Cuicatlán Valley, Mexico1
Patrones en el conocimiento, uso y manejo de plantas en pueblos indígenas de México
Se presenta una síntesis de información etnobiológica obtenida entre grupos indígenas de México, analizando tendencias y patrones en las formas de conocer, utilizar y manipular los recursos biológicos. Los sistemas indígenas de nomenclatura y clasificación de plantas son altamente elaborados y complejos. Aunque en general éstos parecen seguir los principios generales de clasificación folk descubiertos por Brent Berlin y otros autores, se observan…
The need for comparison in intercultural education
Intercultural education has arisen in the last two decades as an intersectional field of academic knowledge and professional development, located at the borders and in the confluence of the multicultural paradigm in the social sciences, the anthropology of education, and other interdisciplinary subfields commonly known as Intercultural Studies. As will be discussed throughout this article, the thematic range represented by the broad topos of inte…
The discourse of interculturality and its transnational migration
This paper analyses the ways in which social and educational networks are being configured around the actors participating in the increasingly transnational field of intercultural education both at the Universidad Veracruzana Intercultural and the Veracruz State Ministry of Education. It starts by defining the notion of discursive migration as conceptual transformations that occur when particular discourses cross certain national as well as disci…
Freire’s longevity in intercultural education
In this paper we comparatively analyze the transnational migration of Freirean critical pedagogy to intercultural higher education in two plurilingual indigenous regions, the Cauca department (Colombia) and the state of Veracruz (Mexico). Through a case study of the Universidad Autónoma Indígena Intercultural (UAIIN), an indigenous intercultural university created by the Consejo Regional Indígena del Cauca, in Colombia, and the Universidad Veracr…
Mexican intercultural education in times of Covid-19 pandemic
The COVID-19 pandemic that since January 2020 has been battering different regions, countries, and continents has not only paralysed much of the world's economic activities, but it has also made an impact on the educational work of schools and families, teachers, and communities. In this brief contribution, we will sketch the effects of the pandemic on indigenous children and teenagers in Veracruz, Mexico, who are being affected by the closure of…
Indigenous Youth Graduating from Intercultural Universities
Intercultural higher education in Mexico aims at creating new, culturally and linguistically appropriate, professional career opportunities that empower indigenous youth and their communities. In this paper, empirical results are presented from a research project which ethnographically accompanies graduates from an intercultural university, the Universidad Veracruzana Intercultural (UVI), located in four indigenous regions of the South Eastern Me…
Qué de intercultural tiene la "universidad intercultural"? Del debate político-pedagógico a un estudio de caso veracruzano
Las universidades interculturales, creadas desde inicios del siglo XXI en México, se están constituyendo paulatinamente en un nuevo subsistema de educación superior. En esta contribución, esbozamos brevemente las tendencias generales que caracterizan este emergente subsistema, basándonos para ello en los resultados de un estado del conocimiento recién concluido, antes de ilustrar con un estudio de caso, proveniente de una etnografía colaborativa …
Local resignifications of transnational discourses in intercultural higher education
Our main objective is to analyze the different ways in which people involved in the Mexican intercultural education subsystem conceive interculturality. This subsystem is still emerging and we refer to the specific case of Veracruz. We point out the discursive elements implied in the construction of definitions as well as the linguistic screens generated by actors and institutions. How are significations, translations and adaptations in intercult…
Patrones en el conocimiento, uso y manejo de plantas en pueblos indígenas de México
Se presenta una síntesis de información etnobiológica obtenida entre grupos indígenas de México, analizando tendencias y patrones en las formas de conocer, utilizar y manipular los recursos biológicos. Los sistemas indígenas de nomenclatura y clasificación de plantas son altamente elaborados y complejos. Aunque en general éstos parecen seguir los principios generales de clasificación folk descubiertos por Brent Berlin y otros autores, se observan…
Plant resources of the Tehuacán-Cuicatlán valley, Mexico
The discourse of interculturality and its transnational migration
This paper analyses the ways in which social and educational networks are being configured around the actors participating in the increasingly transnational field of intercultural education both at the Universidad Veracruzana Intercultural and the Veracruz State Ministry of Education. It starts by defining the notion of discursive migration as conceptual transformations that occur when particular discourses cross certain national as well as disci…
Plant Management in the Tehuacán-Cuicatlán Valley, Mexico1
The need for comparison in intercultural education
Intercultural education has arisen in the last two decades as an intersectional field of academic knowledge and professional development, located at the borders and in the confluence of the multicultural paradigm in the social sciences, the anthropology of education, and other interdisciplinary subfields commonly known as Intercultural Studies. As will be discussed throughout this article, the thematic range represented by the broad topos of inte…
Qué de intercultural tiene la "universidad intercultural"? Del debate político-pedagógico a un estudio de caso veracruzano
Las universidades interculturales, creadas desde inicios del siglo XXI en México, se están constituyendo paulatinamente en un nuevo subsistema de educación superior. En esta contribución, esbozamos brevemente las tendencias generales que caracterizan este emergente subsistema, basándonos para ello en los resultados de un estado del conocimiento recién concluido, antes de ilustrar con un estudio de caso, proveniente de una etnografía colaborativa …
Local resignifications of transnational discourses in intercultural higher education
Our main objective is to analyze the different ways in which people involved in the Mexican intercultural education subsystem conceive interculturality. This subsystem is still emerging and we refer to the specific case of Veracruz. We point out the discursive elements implied in the construction of definitions as well as the linguistic screens generated by actors and institutions. How are significations, translations and adaptations in intercult…
Indigenous Youth Graduating from Intercultural Universities
Intercultural higher education in Mexico aims at creating new, culturally and linguistically appropriate, professional career opportunities that empower indigenous youth and their communities. In this paper, empirical results are presented from a research project which ethnographically accompanies graduates from an intercultural university, the Universidad Veracruzana Intercultural (UVI), located in four indigenous regions of the South Eastern Me…
Between Community and University
Intercultural higher education in Mexico aims at creating new, culturally and linguistically adapted professional profiles in order to empower indigenous youth and their communities. For about a decade, so-called intercultural universities have been emerging in rural and indigenous contexts which offer academic courses with an intercultural approach in indigenous languages, in communication, in sustainability, in health and in law. In this contri…
Mexican intercultural education in times of Covid-19 pandemic
The COVID-19 pandemic that since January 2020 has been battering different regions, countries, and continents has not only paralysed much of the world's economic activities, but it has also made an impact on the educational work of schools and families, teachers, and communities. In this brief contribution, we will sketch the effects of the pandemic on indigenous children and teenagers in Veracruz, Mexico, who are being affected by the closure of…
Entre comunidad y universidad
Intercultural higher education in Mexico aims at creating new, culturally and linguistically adapted professional profiles in order to empower indigenous youth and their communities. For about a decade, so-called intercultural universities have been emerging in rural and indigenous contexts which offer academic courses with an intercultural approach in indigenous languages, in communication, in sustainability, in health and in law. In this contri…
Freire’s longevity in intercultural education
In this paper we comparatively analyze the transnational migration of Freirean critical pedagogy to intercultural higher education in two plurilingual indigenous regions, the Cauca department (Colombia) and the state of Veracruz (Mexico). Through a case study of the Universidad Autónoma Indígena Intercultural (UAIIN), an indigenous intercultural university created by the Consejo Regional Indígena del Cauca, in Colombia, and the Universidad Veracr…
Indigenous Knowledge in Mexican Higher Education
Although Sustainable Development Goal 4 claims that governments “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all,” our research on Indigenous students in Mexican higher education finds a huge gap between measures to promote student access to universities and the “interculturalization” of study programs to ensure their cultural and linguistic relevance. In this article, we discuss findings of ou…
Estudiantes indígenas en la educación superior
Indigenous Cultures and Socio-Education (8 obras) · Sociology (8 obras) · Pedagogy (7 obras) · Political science (7 obras) · Indigenous (5 obras) · Ecology (4 obras) · Education in Rural Contexts (4 obras) · Geography (4 obras) · Interculturality (4 obras) · Anthropology (3 obras)