“I want to study for my community”. Educational Trajectories of Toba/Qom and Mbyá Guaraní Women Teachers in Argentina
Within Intercultural Bilingual Education studies, formative experiences of indigenousteachers have been little explored, even more when considering women teachers. Thisarticle addresses two big challenges, as we first attempt to relate the formative expe-riences of Toba/Qom and Mbyá Guaraní women te...
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| Formato: | Artículo publishedVersion Artículo evaluado por pares |
| Lenguaje: | Español |
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Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA
2018
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/CAS/article/view/3840 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=cantropo&d=3840_oai |
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I28-R145-3840_oai2025-11-17 Hecht, Ana Carolina Enriz, Noelia García Palacios, Mariana Aliata, Soledad Cantore, Alfonsina 2018-05-27 Within Intercultural Bilingual Education studies, formative experiences of indigenousteachers have been little explored, even more when considering women teachers. Thisarticle addresses two big challenges, as we first attempt to relate the formative expe-riences of Toba/Qom and Mbyá Guaraní women teachers from two provinces (Chacoand Misiones) with different trajectories in their schooling. The second challenge istheoretical and methodological, as we aim to introduce life histories within an ethno-graphic approach. We systematize topics such as: intergenerational changes, genderrelationships, cultural knowledge and school, religious formative experiences, linguisticcapacities, identification processes, teacher training and role. Dentro de los estudios sobre Educación Intercultural Bilingüe, las experiencias formativas de los maestros indígenas se presentan como un campo de vacancia, más aún si se tiene en foco a las docentes mujeres. Este artículo presenta dos grandes desafíos. El primero apunta a vincular las experiencias formativas de maestras tobas/qom y mbyá guaraní de dos provincias (Chaco y Misiones) con diferentes recorridos en torno a la institucionalización escolar. El segundo es de orden teórico-metodológico y refiere a la incorporación, dentro del enfoque etnográfico, de relatos de vida. Se sistematizarán tópicos como: los cambios generacionales, las relaciones de género, los saberes culturales y la escuela, las experiencias formativas en espacios religiosos, sus competencias lingüísticas, los procesos de identificación, la formación y el rol docente. Dentro das pesquisas sobre Educação Intercultural Bilíngue, as experiências formativasdos professores indígenas são um campo pouco explorado, especialmente quando ofoco são professoras mulheres. Este artigo apresenta dois grandes desafios: no primeiro,pretendemos vincular as experiências formativas das professoras mulheres tobas/qome mbyá guarani com diferentes trajetórias em torno da institucionalização escolar emduas províncias argentinas (Chaco e Misiones). O segundo desafio é de ordem teórico-metodológica e refere-se à incorporação da abordagem etnográfica das histórias de vidadessas mulheres. Serão sistematizados tópicos como: mudanças geracionais, relações degênero, conhecimento cultural e escolar, experiências formativas em espaços religiosos,competências linguísticas, processos de identificação e a formação e o papel docente. application/pdf https://revistascientificas.filo.uba.ar/index.php/CAS/article/view/3840 10.34096/cas.i47.3840 spa Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA https://revistascientificas.filo.uba.ar/index.php/CAS/article/view/3840/4458 Cuadernos de antropología social; Núm. 47 (2018): Antropología y Educación 1850-275X 0327-3776 Indigenous Women Teachers Intercultural Bilingual Education Educational Trajectories Mbyá and Toba/Qom Mujeres Indígenas Docentes Educación Intercultural Bilingüe Trayectorias Educativos Mbyá y Toba/Qom Mulheres indígenas Professoras Educação Intercultural Bilingüe Trajetórias educacionais Mbyá e Tobas/Qom “I want to study for my community”. Educational Trajectories of Toba/Qom and Mbyá Guaraní Women Teachers in Argentina “Yo quiero estudiar por mi comunidad”. Trayectorias educativas de maestras tobas/qom y mbyá guaraní en Argentina “Eu quero estudar pela minha comunidade”. Trajetórias Educacionais de professoras tobas/qom e mbyá guaraní na Argentina info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=cantropo&d=3840_oai |
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Universidad de Buenos Aires |
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| language |
Español |
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| topic |
Indigenous Women Teachers Intercultural Bilingual Education Educational Trajectories Mbyá and Toba/Qom Mujeres Indígenas Docentes Educación Intercultural Bilingüe Trayectorias Educativos Mbyá y Toba/Qom Mulheres indígenas Professoras Educação Intercultural Bilingüe Trajetórias educacionais Mbyá e Tobas/Qom |
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Indigenous Women Teachers Intercultural Bilingual Education Educational Trajectories Mbyá and Toba/Qom Mujeres Indígenas Docentes Educación Intercultural Bilingüe Trayectorias Educativos Mbyá y Toba/Qom Mulheres indígenas Professoras Educação Intercultural Bilingüe Trajetórias educacionais Mbyá e Tobas/Qom Hecht, Ana Carolina Enriz, Noelia García Palacios, Mariana Aliata, Soledad Cantore, Alfonsina “I want to study for my community”. Educational Trajectories of Toba/Qom and Mbyá Guaraní Women Teachers in Argentina |
| topic_facet |
Indigenous Women Teachers Intercultural Bilingual Education Educational Trajectories Mbyá and Toba/Qom Mujeres Indígenas Docentes Educación Intercultural Bilingüe Trayectorias Educativos Mbyá y Toba/Qom Mulheres indígenas Professoras Educação Intercultural Bilingüe Trajetórias educacionais Mbyá e Tobas/Qom |
| description |
Within Intercultural Bilingual Education studies, formative experiences of indigenousteachers have been little explored, even more when considering women teachers. Thisarticle addresses two big challenges, as we first attempt to relate the formative expe-riences of Toba/Qom and Mbyá Guaraní women teachers from two provinces (Chacoand Misiones) with different trajectories in their schooling. The second challenge istheoretical and methodological, as we aim to introduce life histories within an ethno-graphic approach. We systematize topics such as: intergenerational changes, genderrelationships, cultural knowledge and school, religious formative experiences, linguisticcapacities, identification processes, teacher training and role. |
| format |
Artículo publishedVersion Artículo evaluado por pares |
| author |
Hecht, Ana Carolina Enriz, Noelia García Palacios, Mariana Aliata, Soledad Cantore, Alfonsina |
| author_facet |
Hecht, Ana Carolina Enriz, Noelia García Palacios, Mariana Aliata, Soledad Cantore, Alfonsina |
| author_sort |
Hecht, Ana Carolina |
| title |
“I want to study for my community”. Educational Trajectories of Toba/Qom and Mbyá Guaraní Women Teachers in Argentina |
| title_short |
“I want to study for my community”. Educational Trajectories of Toba/Qom and Mbyá Guaraní Women Teachers in Argentina |
| title_full |
“I want to study for my community”. Educational Trajectories of Toba/Qom and Mbyá Guaraní Women Teachers in Argentina |
| title_fullStr |
“I want to study for my community”. Educational Trajectories of Toba/Qom and Mbyá Guaraní Women Teachers in Argentina |
| title_full_unstemmed |
“I want to study for my community”. Educational Trajectories of Toba/Qom and Mbyá Guaraní Women Teachers in Argentina |
| title_sort |
“i want to study for my community”. educational trajectories of toba/qom and mbyá guaraní women teachers in argentina |
| publisher |
Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA |
| publishDate |
2018 |
| url |
https://revistascientificas.filo.uba.ar/index.php/CAS/article/view/3840 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=cantropo&d=3840_oai |
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