Demandas indígenas de educación en la provincia del Chaco, Argentina (1987-2015)
This paper aims to provide an approach to educational demands from the Qom, Wichí and Moqoit people in the province of Chaco since the late 1980s; the research shows an initial characterization of these demands based on their analysis from theoretical perspectives that provide fundamental elements f...
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| Formato: | Online |
| Lenguaje: | spa |
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Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Instituto de Ciencias de la Educación
2023
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/6109 |
| Sumario: | This paper aims to provide an approach to educational demands from the Qom, Wichí and Moqoit people in the province of Chaco since the late 1980s; the research shows an initial characterization of these demands based on their analysis from theoretical perspectives that provide fundamental elements for the study of education related to indigenous people. Between 2010 and 2015, some of these demands were incorporated through specific regulations. The paper inquires the main elements of education that these indigenous communities postulate, reflects on how they are incorporated into the provincial educational system, to what extent this contributes to the construction of a transformative, decolonizing education. Methodologically, the article required the systematization and analysis of a variety of sources and background, specific bibliography and international regulations, as well as in-depth interviews with indigenous teachers and state employees. Among the identified demands, they resist the fact that state policies do not contemplate their real participation and do not alter the subordinate positions in which they find themselves; they demand education in their languages, indigenous teachers, curriculum adapted to their needs and cultures, selection of their own teachers, school self-government. At the same time, they are not looking for a parallel education to that of the State, but within the system, with official recognition and public funds for its financing; the State's responsibility is to recognize their capacity of action to conceive, implement and control their own education, and that this is expressed through the official recognition of indigenous community management’s schools, their educational projects, the authorities they chose and their financing. In the recent period, between 2010 and 2014, these demands include that intercultural education should include the entire educational system. It is a type of education that would imply the revaluation of indigenous cultures and the questioning of the conceptions and subjectivities imposed from the colonial system. |
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