Una educación para el rehabitar: perspectivas sobre educación intercultural bilingüe en Chile
The Bilingual Intercultural Education policy has received strong criticism due to its inability to overcome the colonial character that has characterized the Chilean school. It has been criticized that the contents linked to the indigenous people have not been properly anchored in the context of con...
| Altri titoli: | An education to rehinabiting: perspectives about intercultural bilingual education in Chile |
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| Autore principale: | |
| Tipo di documento: | Elettronico Articolo |
| Lingua: | Spagnolo |
| Verificare la disponibilità: | HBZ Gateway |
| Journals Online & Print: | Caricamento...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Pubblicazione: |
Institution
2023
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| In: |
Cauriensia
Anno: 2023, Volume: 18, Pagine: 765-786 |
| Altre parole chiave: | B
educación basada en el lugar
B interculturalidad crítica B Educación intercultural |
| Accesso online: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Riepilogo: | The Bilingual Intercultural Education policy has received strong criticism due to its inability to overcome the colonial character that has characterized the Chilean school. It has been criticized that the contents linked to the indigenous people have not been properly anchored in the context of contemporary life of these populations. Moreover, the conflict they face in a context of cultural domination has also been ignored. The programme uses a "folklorizing" and "ruralizing" perspective of indigenous people, in the framework of a school work that reproduces cultural domination. This article presents the main critical elements of the EIB Program, reported on the literatura. Lately, a "place based education" approach is proposed to put on the centre of the teaching experience the connection with the territory, in order to overcome the colonial perspective of the current programme approach. La política de Educación Intercultural Bilingüe ha recibido fuertes críticas debido a su incapacidad para superar el carácter colonial que ha caracterizado a la escuela chilena. Se ha criticado el que los contenidos vinculados a lo indígena no han tenido el debido anclaje en el contexto de vida contemporáneo de estas poblaciones y que se ha ignorado el conflicto que estas enfrentan en un contexto de dominación cultural. En ese marco, se ha transmitido una perspectiva "folklorizante" y "ruralizante" de lo indígena y se ha moldeado el programa en función de lógicas de trabajo escolar que reproducen la dominación cultural. El presente artículo indaga en el contenido de las críticas que se han hecho al Programa de EIB, para posteriormente proponer un enfoque de "Educación basada en el lugar" que tome como eje la experiencia del territorio, con el fin de superar las limitaciones del actual programa. |
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| ISSN: | 2340-4256 |
| Comprende: | Enthalten in: Cauriensia
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| Persistent identifiers: | DOI: 10.17398/2340-4256.18.765 |