Indigenous cosmovision and constructions about interculturality in bilingual education
DOI:
https://doi.org/10.34236/rpie.v5i5.35Keywords:
quechua, Bilingual teachers, diversity, educational policy, indigenousAbstract
Since its beginnings in the 1990s, intercultural bilingual education (IBE) has been fueled by global policy which promotes cultural pluralism and education access for Indigenous populations as a response to the need of furthering their access to quality education that addresses Indigenous languages, knowledges and cultural practices. IBE constitutes part of national policy in different Andean countries with diverse local implementation experiences. The conceptualization of interculturality in Peru has remained as an abstract educational principle with a denied pedagogical perspective. The absence of opportunities for teacher professional development in intercultural pedagogy has forced and, at the same time, has allowed teachers to intuitively interpret IBE in practice. This has resulted in uneven pedagogies as well as in lost opportunities of educational innovation. This article examines the implementation of an IBE program in three schools in the rural South of the Andes. Based on an ethnographic study of IBE teachers, the present article analyzes teachers’ interpretations about interculturality. In as much as exposing the challenges of IBE, the article aims at emphasizing the potential of a pedagogy that centers on critical knowledge that affirms diversity and that promotes quality education for all. In this perspective, the study aims at presenting a reflexive analysis of IBE not only as pedagogic alternative for Indigenous communities, but also as an approach that considers the pedagogical and political implications of intercultural education beyond the rural setting.
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