Andean knowledge and values in the students of the specialty of primary and intercultural bilingual education of the faculty of social sciences, education and communication of the National University Santiago Antunez de Mayolo - Province of Huaraz Ancash

Culture contains a set of aspects associated with the way people see the world. They are characteristics that a human group shares, which involves ancestral knowledge, customs, language, among other considerations through which the population manages to develop and subsist.

Due to the importance of culture as a fundamental part of human life, the importance of the transmission of cultural traits is recognized from various practices that represent the worldview. At this point, language is also considered, of course, as a manifestation of culture and a means for its respective transmission, so that it constitutes an essential tool that goes beyond just being used as a vehicle of communication.
On the other hand, the need to preserve a culture meets, on various occasions, the reality that there is usually a predominant language in communities where a bilingual context is evident. This happens in various regions of the world and, of course, in the Peruvian context, where the regions where native languages are spoken present a certain disadvantage compared to Spanish, a language that has greater vitality.

In the midst of the reality in which Spanish constitutes the predominant language at the national level in various areas, the need is observed to have an education that seeks to defend and preserve cultural knowledge and values. This can contribute to the effective transmission of these aspects by those who are part of the community, who have a cultural heritage.

This is how the effective implementation of effective educational policies is required that guarantee bilingual intercultural education as an instrument to preserve the native languages, as well as the knowledge and values that each culture presents. This must, of course, be relevant and of quality, since it constitutes a right to which every human being must access. Therefore, it is important that each State offers guarantees so that the proposed objectives are met in achieving its effectiveness with respect to the development of the IBE (Corbetta et al., 2018).
Furthermore, due to the importance of culture in education, teachers, as essential actors in this field, must be adequately prepared to provide relevant bilingual intercultural education not only in terms of their academic competencies, but also in what corresponds to the knowledge that they handle about the cultural aspects made up of the knowledge and values that they present about the culture of which they are part. Consequently, bilingual intercultural education is a task that is the responsibility of both the State and those who participate in the educational field, that is, teachers, students, among other people. Therefore, the work must be undertaken with the rigor it deserves, since it pursues objectives that, in general, point towards the preservation of the language and, therefore, the culture.