Intercultural Bilingual Education in Argentina: contributions for a status of the issue

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This paper aims at contributing to the featuring of the status of the issue of the education for the indigenous peoples in Argentina, which is defined from the national public policy as Intercultural Bilingual Education (IBE). This is understood as a construction that implies the participation of th...

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Autor principal: Barboza, Tatiana Sabrina
Formato: Artículo revista
Lenguaje:Español
Publicado: IRICE (CONICET-UNR) 2021
Materias:
educación para indígenas
Argentina
estudios sobre EIB
balance
education for natives
studies on IBE
Acceso en línea:https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1297
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Revista IRICE (CONICET) de Universidad Nacional de Rosario
id I15-R240-article-1297
record_format ojs
spelling I15-R240-article-12972022-05-02T15:04:09Z Intercultural Bilingual Education in Argentina: contributions for a status of the issue Educación Intercultural Bilingüe en Argentina: aportes para un estado de la cuestión Barboza, Tatiana Sabrina educación para indígenas Argentina estudios sobre EIB balance education for natives Argentina studies on IBE balance This paper aims at contributing to the featuring of the status of the issue of the education for the indigenous peoples in Argentina, which is defined from the national public policy as Intercultural Bilingual Education (IBE). This is understood as a construction that implies the participation of the national State, the provincial states, the indigenous organizations and communities, and non-indigenous organizations. This time, the focus is on researches developed around different dimensions, such as the linguistic policies in the IBE framework, upper level education for natives, the images of the native and non-native teachers who work in this system, teacher training, the normative settings, the intercultural and autonomy senses in the legislation, and the indigenous demands on education. The approach of these aspects from the relevant researches allow accounting for advances, setbacks, and emptiness in the Argentinian IBE. It exposes the situational heterogeneity regarding the provinces and contributes to the making of a balance more than thirty years after its implementation. Este trabajo se propone contribuir a la caracterización de un estado de situación de la educación para los pueblos indígenas en Argentina, que se define desde la política pública nacional como Educación Intercultural Bilingüe (EIB). Se entiende a la misma como una construcción que implica la participación del Estado nacional, los Estados provinciales, las organizaciones y comunidades indígenas, y organizaciones no indígenas. En esta oportunidad se pone el foco en las investigaciones desarrolladas en torno a diferentes dimensiones, tales como las políticas lingüísticas en el marco de la EIB, la educación para indígenas en el nivel superior, las figuras de docente indígena y no indígena que se desempeñan en esta modalidad, la formación docente, los marcos normativos, los sentidos de interculturalidad y autonomía en la legislación, y las demandas indígenas sobre educación. El abordaje de estas dimensiones, a partir de los aportes de las investigaciones pertinentes, permite dar cuenta de avances, retrocesos y vacíos en la EIB de Argentina, pone de manifiesto la heterogeneidad de situaciones según las provincias y contribuye a la elaboración de un balance a más de treinta años de su implementación. IRICE (CONICET-UNR) 2021-12-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1297 10.35305/revistairice.vi40.1297 Revista IRICE; Núm. 40 (2021); 307-334 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1297/2048 Derechos de autor 2021 Tatiana Sabrina Barboza https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-240
container_title_str Revista IRICE (CONICET)
language Español
format Artículo revista
topic educación para indígenas
Argentina
estudios sobre EIB
balance
education for natives
Argentina
studies on IBE
balance
spellingShingle educación para indígenas
Argentina
estudios sobre EIB
balance
education for natives
Argentina
studies on IBE
balance
Barboza, Tatiana Sabrina
Intercultural Bilingual Education in Argentina: contributions for a status of the issue
topic_facet educación para indígenas
Argentina
estudios sobre EIB
balance
education for natives
Argentina
studies on IBE
balance
author Barboza, Tatiana Sabrina
author_facet Barboza, Tatiana Sabrina
author_sort Barboza, Tatiana Sabrina
title Intercultural Bilingual Education in Argentina: contributions for a status of the issue
title_short Intercultural Bilingual Education in Argentina: contributions for a status of the issue
title_full Intercultural Bilingual Education in Argentina: contributions for a status of the issue
title_fullStr Intercultural Bilingual Education in Argentina: contributions for a status of the issue
title_full_unstemmed Intercultural Bilingual Education in Argentina: contributions for a status of the issue
title_sort intercultural bilingual education in argentina: contributions for a status of the issue
description This paper aims at contributing to the featuring of the status of the issue of the education for the indigenous peoples in Argentina, which is defined from the national public policy as Intercultural Bilingual Education (IBE). This is understood as a construction that implies the participation of the national State, the provincial states, the indigenous organizations and communities, and non-indigenous organizations. This time, the focus is on researches developed around different dimensions, such as the linguistic policies in the IBE framework, upper level education for natives, the images of the native and non-native teachers who work in this system, teacher training, the normative settings, the intercultural and autonomy senses in the legislation, and the indigenous demands on education. The approach of these aspects from the relevant researches allow accounting for advances, setbacks, and emptiness in the Argentinian IBE. It exposes the situational heterogeneity regarding the provinces and contributes to the making of a balance more than thirty years after its implementation.
publisher IRICE (CONICET-UNR)
publishDate 2021
url https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1297
work_keys_str_mv AT barbozatatianasabrina interculturalbilingualeducationinargentinacontributionsforastatusoftheissue
AT barbozatatianasabrina educacioninterculturalbilingueenargentinaaportesparaunestadodelacuestion
first_indexed 2023-06-26T22:56:18Z
last_indexed 2023-06-26T22:56:18Z
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