Intercultural Bilingual Education Among Indigenous Peoples in Latin America

2011 ◽  
Keyword(s):  
Latin America ◽  
Bilingual Education ◽  
Indigenous Peoples ◽  
Intercultural Bilingual Education

scholarly journals Coloniality and Cognitive Justice: Reinterpreting Formal Education for the Indigenous Peoples in Ecuador (Colonialidad y Justicia Cognitiva: Reinterpretando la Educación Formal para los Pueblos Indígenas del Ecuador) (pp. 45-60)

2013 ◽  
Vol 15 (3) ◽  
Author(s):  
Tuija Veintie
Keyword(s):  
Bilingual Education ◽  
Instructional Practices ◽  
Indigenous Peoples ◽  
Formal Education ◽  
Monday Morning ◽  
English Only ◽  
Western Model ◽  
Everyday Practices ◽  
Intercultural Bilingual Education ◽  
Cognitive Justice

<div>This article examines intercultural bilingual education (IBE) as a reterritorialization of a globalized Western model of formal education into the Ecuadorian indigenous context. This reterritorialization is explored through an IBE teacher education institute. First, the article discusses the instructional practices that attempt to break with Western ways of thinking and understanding knowledge. Secondly, the article examines the &ldquo;Monday morning assembly,&rdquo; a key event that exemplifies the negotiations between adopting and customizing Western ways in everyday practices. The study shows that the effects of coloniality remain strong despite the efforts towards social and cognitive justice. (This article is provided in English only.)</div><div><p>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~</p><div>Este art&iacute;culo examina la educaci&oacute;n intercultural biling&uuml;e como reterritorializaci&oacute;n del modelo occidental globalizado para la educaci&oacute;n formal dentro del contexto de las comunidades ind&iacute;genas ecuatorianas. Esta reterritorializaci&oacute;n se explora en el art&iacute;culo a trav&eacute;s del estudio de dos casos del Instituto Educativo de Maestros EIB. El primer caso discute el intento de romper con las formas de pensamiento y conocimiento en la instrucci&oacute;n de las ciencias occidentales. En el segundo caso, el an&aacute;lisis de una de las juntas del d&iacute;a lunes da una clara muestra sobre las negociaciones que se llevan a cabo para la adopci&oacute;n de las costumbres occidentales en la rutina diaria de la comunidad educativa. El estudio muestra c&oacute;mo se mantienen los efectos de la colonizaci&oacute;n a pesar de los esfuerzos hechos para el logro de una justicia social y cognitiva. (Este art&iacute;culo se ofrece solamente en ingl&eacute;s.)</div><div><br /></div></div>

scholarly journals Empowerment through intercultural learning. The contribution of indigenous people in Latin America

2015 ◽  
Vol 21 (3) ◽  
pp. 51-64
Author(s):  
Beate Schmidt-Behlau
Keyword(s):  
Latin America ◽  
Bilingual Education ◽  
Indigenous People ◽  
Indigenous Languages ◽  
Development Work ◽  
Global Learning ◽  
Learning And Development ◽  
Intercultural Learning ◽  
Development Education ◽  
Intercultural Bilingual Education

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.

scholarly journals The Intercultural Bilingual Education: Representations and Social Practices of the Otherness

2008 ◽  
Vol 9 ◽  
pp. 109-120
Author(s):  
Francisca De la Maza
Keyword(s):  
Local Government ◽  
Bilingual Education ◽  
Indigenous Peoples ◽  
Social Practices ◽  
The State ◽  
Education Programs ◽  
National Policies ◽  
Intercultural Bilingual Education ◽  
Local Areas

It is presented an argumentative theoretical and methodological discussion for the analysis of intercultural bilingual education programs (EIB) in Chile. It is proposed an approach that deepens into the implementation of national policies to local areas, highlighting the role assumed by the local government agent in its performance and in the construction of the state and, particularly in its relationship with the indigenous peoples. Based on the analysis of this program, it is deepened in the representations and social practices that are transmitted in respect to the indigenous otherness from the teachers’ speech.

scholarly journals Assessment of Intercultural Bilingual Education in the Brazilian State of Amazonas

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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