The subject of Ch’ol language and culture in secondary schools in Tabasco, Mexico, and the contradictory semantics of intercultural and bilingual education

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The proposal to implement intercultural-bilingual education for schools in indigenous contexts has been preserved in the curriculum and official norms, but public education has always been an arena of political and ideological struggles, thus during the first twenty years of this century, the Change...

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Autor principal: Ayala Reyes, Susana
Formato: Artículo publishedVersion Artículo enviado a un dossier temático
Lenguaje:Español
Publicado: Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA 2022
Materias:
Intercultural Education; Educational Reforms; Educational Policies; Language; Indigenous Education
Educación intercultural; Reformas educativas; Políticas educativas; Lenguaje; Educación indígena
Educação intercultural; Reformas educacionais; Políticas educacionais; Língua; Educação indígena
Acceso en línea:https://revistascientificas.filo.uba.ar/index.php/runa/article/view/10057
https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=runa&d=10057_oai
Aporte de:
Repositorio Digital de la Universidad de Buenos Aires (UBA) de Universidad de Buenos Aires
id I28-R145-10057_oai
record_format dspace
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-145
collection Repositorio Digital de la Universidad de Buenos Aires (UBA)
language Español
orig_language_str_mv spa
topic Intercultural Education; Educational Reforms; Educational Policies; Language; Indigenous Education
Educación intercultural; Reformas educativas; Políticas educativas; Lenguaje; Educación indígena
Educação intercultural; Reformas educacionais; Políticas educacionais; Língua; Educação indígena
spellingShingle Intercultural Education; Educational Reforms; Educational Policies; Language; Indigenous Education
Educación intercultural; Reformas educativas; Políticas educativas; Lenguaje; Educación indígena
Educação intercultural; Reformas educacionais; Políticas educacionais; Língua; Educação indígena
Ayala Reyes, Susana
The subject of Ch’ol language and culture in secondary schools in Tabasco, Mexico, and the contradictory semantics of intercultural and bilingual education
topic_facet Intercultural Education; Educational Reforms; Educational Policies; Language; Indigenous Education
Educación intercultural; Reformas educativas; Políticas educativas; Lenguaje; Educación indígena
Educação intercultural; Reformas educacionais; Políticas educacionais; Língua; Educação indígena
description The proposal to implement intercultural-bilingual education for schools in indigenous contexts has been preserved in the curriculum and official norms, but public education has always been an arena of political and ideological struggles, thus during the first twenty years of this century, the Changes and struggles in the government have led to five reforms in the basic education system. Consequently, the interpretations and actions to implement intercultural and bilingual education have been different. In this article, I present the case of the subject of indigenous language and culture in the state of Tabasco in southeastern Mexico to show how the use of the term interculturality in the educational reforms that have been generated since 2000 to date have led to different political and educational processes.
format Artículo
publishedVersion
Artículo enviado a un dossier temático
author Ayala Reyes, Susana
author_facet Ayala Reyes, Susana
author_sort Ayala Reyes, Susana
title The subject of Ch’ol language and culture in secondary schools in Tabasco, Mexico, and the contradictory semantics of intercultural and bilingual education
title_short The subject of Ch’ol language and culture in secondary schools in Tabasco, Mexico, and the contradictory semantics of intercultural and bilingual education
title_full The subject of Ch’ol language and culture in secondary schools in Tabasco, Mexico, and the contradictory semantics of intercultural and bilingual education
title_fullStr The subject of Ch’ol language and culture in secondary schools in Tabasco, Mexico, and the contradictory semantics of intercultural and bilingual education
title_full_unstemmed The subject of Ch’ol language and culture in secondary schools in Tabasco, Mexico, and the contradictory semantics of intercultural and bilingual education
title_sort subject of ch’ol language and culture in secondary schools in tabasco, mexico, and the contradictory semantics of intercultural and bilingual education
publisher Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA
publishDate 2022
url https://revistascientificas.filo.uba.ar/index.php/runa/article/view/10057
https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=runa&d=10057_oai
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AT ayalareyessusana laasignaturadelenguayculturacholensecundariasdetabascomexicoylasemanticacontradictoriadelaeducacionintercultural
AT ayalareyessusana otemadalinguaeculturacholnasescolassecundariasdetabascomexicoeasemanticacontraditoriadaeducacaointercultural
AT ayalareyessusana subjectofchollanguageandcultureinsecondaryschoolsintabascomexicoandthecontradictorysemanticsofinterculturalandbilingualeducation
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spelling I28-R145-10057_oai2025-11-17 Ayala Reyes, Susana 2022-01-15 The proposal to implement intercultural-bilingual education for schools in indigenous contexts has been preserved in the curriculum and official norms, but public education has always been an arena of political and ideological struggles, thus during the first twenty years of this century, the Changes and struggles in the government have led to five reforms in the basic education system. Consequently, the interpretations and actions to implement intercultural and bilingual education have been different. In this article, I present the case of the subject of indigenous language and culture in the state of Tabasco in southeastern Mexico to show how the use of the term interculturality in the educational reforms that have been generated since 2000 to date have led to different political and educational processes. La propuesta de implementar educación intercultural-bilingüe para las escuelas en contextos indígenas se ha conservado en el curriculum y las normas oficiales, pero la educación pública siempre ha sido arena de luchas políticas e ideológicas, así durante los primeros veinte años de este siglo, los cambios y las pugnas en el gobierno han provocado cinco reformas en el sistema de educación básica. En consecuencia las interpretaciones y acciones para instrumentar la educación intercultural y bilingüe han sido distintas. En este artículo presento el caso de la asignatura de lengua y cultura indígena en el estado de Tabasco al sureste de México para mostrar cómo el uso del término interculturalidad en las reformas educativas que se han generado desde el año 2000 a la fecha han dado lugar a procesos políticos y educativos distintos. A proposta de implantação da educação intercultural bilíngüe para escolas de contextos indígenas foi preservada no currículo e nas normas oficiais, mas a educação pública sempre foi palco de lutas políticas e ideológicas, portanto, durante os primeiros vinte anos deste século, as Mudanças e lutas no governo levaram a cinco reformas no sistema de educação básica. Consequentemente, as interpretações e ações para implementar a educação intercultural e bilíngue têm sido diferentes. Neste artigo, apresento o caso da questão da língua e cultura indígenas no estado de Tabasco, no sudeste do México, para mostrar como o uso do termo interculturalidade nas reformas educacionais que foram geradas desde 2000 até o momento levaram a diferentes políticas e processos educacionais. application/pdf text/html https://revistascientificas.filo.uba.ar/index.php/runa/article/view/10057 10.34096/runa.v42i3.10057 spa Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA https://revistascientificas.filo.uba.ar/index.php/runa/article/view/10057/9964 https://revistascientificas.filo.uba.ar/index.php/runa/article/view/10057/10030 RUNA, archivo para las ciencias del hombre; Vol. 43 No. 1 (2022): Current Debates on Education and Cultural Diversity in Latin America; 189-209 RUNA, archivo para las ciencias del hombre; Vol. 43 Núm. 1 (2022): Debates actuales en torno a la educación y la diversidad cultural en América Latina; 189-209 RUNA, archivo para las ciencias del hombre; v. 43 n. 1 (2022): Debates atuais sobre educação e diversidade cultural na América Latina; 189-209 1851-9628 0325-1217 Intercultural Education; Educational Reforms; Educational Policies; Language; Indigenous Education Educación intercultural; Reformas educativas; Políticas educativas; Lenguaje; Educación indígena Educação intercultural; Reformas educacionais; Políticas educacionais; Língua; Educação indígena The subject of Ch’ol language and culture in secondary schools in Tabasco, Mexico, and the contradictory semantics of intercultural and bilingual education La asignatura de Lengua y Cultura Ch’ol en secundarias de Tabasco, México y la semántica contradictoria de la educación intercultural O tema da língua e cultura Ch’ol nas escolas secundárias de Tabasco, México, e a semântica contraditória da educação intercultural info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo enviado a un dossier temático https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=runa&d=10057_oai

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