Presence of the principle of Subsidiarity in the training of Peruvian Teachers of Basic Bilingual Intercultural University Education

Abstract

The present research sought to demonstrate the presence of the principle of subsidiarity in the training of peruvian teachers of Basic Bilingual Intercultural University Education; considering that these teachers do not speak Spanish well nor do they have Spanish as their original language, but rather their own native languages. There is a need for their university education and training as indigenous teachers, in their customs, language, religion, to be subsidized to perform as teachers in their native communities. With a qualitative and hermeneutic research, consulting a sample of 30 teachers, applying a structured interview. It is concluded that the principle of subsidiarity is not present in its entirety in the training as an indigenous university teacher, because it is not focused on intercultural education. It has been demonstrated that they were not educated in their own language and culture, from being as a unique person. For this reason, an intercultural education is necessary that allows training indigenous teachers with the principle of subsidiarity oriented in their own language and culture, ensuring an integral development of the indigenous teacher.