Schooling and identification processes in intercultural contexts
DOI:
https://doi.org/10.19137/praxiseducativa-2020-240304Keywords:
indigenous teachers, schooling, identification processes, socioeducational trajectories, diversity.Abstract
The article recovers some reflections on the socio-educational trajectories of a group of indigenous teachers in the province of Chaco, emphasizing schooling and the processes of identification of the subjects. This work is part of a broader investigation focused on systematizing these trajectories considering the processes of articulation / overlap / identity denial of a group of qom teachers in the center of the province. The methodology was based on the ethnographic perspective and we incorporated some contributions of the methodological resource of the auto-biographical account. That is, we conduct in-depth interviews, participant observations, informal talks with multiple educational agents, as well as autobiographical accounts with numerous qom teachers in the region.
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References
-Brubaker, R. y Cooper, F. (2001). Más allá de “identidad”. Apuntes de Investigación del CECYP, (7): 30-67
-Hecht A. C (2015). Trayectorias escolares de maestros Toba/qom del chaco. Revista Cuadernos del Instituto Nacional de Antropología y Pensamiento Latinoamericano 24 (2): 1-12
-Hecht, A.C.; García Palacios, M.; Enriz, N.; Diez, M.L. (2015). Interculturalidad y educación en la Argentina. Discusiones en torno a un concepto polisémico. En Novaro G., Padawer A., Hecht A.C. (coord.) Educación, pueblos indígenas y migrantes: reflexiones desde México, Brasil, Bolivia, Argentina y España (pp. 43-63) Ciudad Autónoma de Buenos Aires: Biblos.
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-Rockwell (1991). La dinámica cultural en la escuela. En Gigante E. (Coord.) Cultura y escuela: la reflexión actual en México. Conaculta, México: Serie Pensar la cultura.
-Rockwell E. (2015). Conversaciones en torno a la educación con pueblos indígenas/migrantes. En Novaro, G., Padawer A., Hecht, C. (coord.) Educación, pueblos indígenas y migrantes. Reflexiones desde México, Brasil, Bolivia, Argentina y España. (pp. 11-39) Ciudad Autónoma de Buenos Aires: Biblos.
-UNICEF (2011) Los pueblos indígenas en Argentina y el derecho a la educación. Situación socioeducativa de niñas, niños y adolescentes de comunidades toba. Argentina: Sattolo y Tenner.
Documentos y leyes consultadas:
-Ley de Educación Nacional N°26206 del año (2006)
-Ley de Educación de la provincia del Chaco Nº 6691 (2010)
-Ley Provincial Nº 7446 de Educación Pública de Gestión Comunitaria Bilingüe Intercultural Indígena (2014)
-Censo del Bicentenario Resultados definitivos, Serie B Nº 2 Instituto Nacional de Estadística y Censos (INDEC) Buenos Aires (2010)
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