Indigenous Bilingual Education in Latin America

This article focuses on the triangle of intercultural learning – global learning and development education in which DDV International’s work is situated. It outlines the development of intercultural bilingual education as well as the situation of the indigenous people in Latin America. Some of the indigenous languages are at risk of extinction and with them also the indigenous knowledge attached to it. Once they are lost, intercultural learning through these languages and cultures will not be possible anymore. Drawing on research and some results of the intercultural bilingual education the article highlights the role and importance of intercultural learning, and the potential for empowerment and transformation based on the dialogue between the indigenous and western cultures that occurs in development work.

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Intercultural Bilingual Education Among Indigenous Peoples in Latin America

10.1007/springerreference_60041 ◽

2011 ◽

Keyword(s):

Latin America ◽

Bilingual Education ◽

Indigenous Peoples ◽

Intercultural Bilingual Education

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Issues and Challenges for Intercultural and Bilingual Education (IBE) in Latin America

Educational Theories and Practices from the Majority World ◽

10.4135/9788132100683.n9 ◽

2014 ◽

pp. 196-216

Author(s):

Anahy Gajardo ◽

Giovanna Carrarini ◽

José Marín ◽

Pierre R. Dasen

Keyword(s):

Latin America ◽

Bilingual Education

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1. Indigenous Intercultural Bilingual Education in Latin America: Widening Gaps between Policy and Practice

TheEducation of Indigenous Citizens in Latin America ◽

10.21832/9781783090969-004 ◽

2014 ◽

pp. 19-49 ◽

Cited By ~ 9

Author(s):

Luis Enrique López

Keyword(s):

Latin America ◽

Bilingual Education ◽

Policy And Practice ◽

Intercultural Bilingual Education

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Assessment of Intercultural Bilingual Education in the Brazilian State of Amazonas

Qualitative Sociology Review ◽

10.18778/1733-8077.12.4.04 ◽

2016 ◽

Vol 12 (4) ◽

pp. 60-82

Author(s):

Olivier Meunier

Keyword(s):

Latin America ◽

Bilingual Education ◽

Informal Education ◽

Cultural Knowledge ◽

Native People ◽

Historical Background ◽

Intercultural Bilingual Education ◽

Indigenous Territories ◽

Amazonas State ◽

Almost All

In Brazil, and more generally, in Latin America, the struggle of the indigenous movements for the demarcation of their ancestral land and the development of an intercultural education contributed to the constitutional changes of the 1980s, which led these states to regard themselves as a multicultural nation and to recognize specific collective rights to native people and tribes living on their territory. This dynamic deals with the scope of a democratic transition and a decentralization process which characterizes a new form of governance of almost all Latin America countries where the indigenous territories and the resources at their disposal can be preserved. By giving the possibility to formulate another vision of the school education based on a dialectic between indigenous knowledge and school knowledge in a sustainable developmental perspective of the indigenous territories, new experiments started to be expanded from the 1990s. This article advances the discussion between globalized and localized educational practices. It enlightens the debate between the homogenization of school systems and other alternatives such as the use of traditional knowledge. It focuses on socio-cultural knowledge and its intersection between formal and informal education. The first section of this paper presents the theoretical framework of my research and its methodology. The second section discusses, in a historical background, how the Brazilian indigenous public policies were implemented. In the third section, I use my fieldwork data to examine and analyze the advent and the development of intercultural bilingual education (IBE) in two regions of Amazonas state (Alto Solimões and Alto Rio Negro) among the Ticuna, Baniwa, and Tukano people during the 1990s and 2000s.

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