Intercultural communication in the classroom: A study with Psychology in Multicultural Contexts students

Abstract

This qualitative study showed that intercultural communication also has expression in the classroom, in accordance with the experience lived with the third year of Psychology in Multicultural Contexts, from the University of the Autonomous Regions of the Nicaraguan Caribbean Coast (URACCAN), Bilwi Campus. The Grounded Theory was essential to direct the methodological strategy that became a hierarchical classification scheme that led us to build and contribute with new knowledge in this area. It includes the perception that a group of students has about intercultural communication as an important tool for coexistence, respect, tolerance, inclusion and horizontal dialogue. With this purpose, this study is coherent with the manifest commitment to recover and contribute from the community and the diversity of thought that commonly characterize university students, to the practice of intercultural communication.