The subject of Ch’ol language and culture in secondary schools in Tabasco, Mexico, and the contradictory semantics of intercultural and bilingual education
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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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA
2022
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| Materias: | |
| Acceso en línea: | http://revistascientificas.filo.uba.ar/index.php/runa/article/view/10057 |
| Aporte de: |
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I28-R265-article-10057 |
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ojs |
| institution |
Universidad de Buenos Aires |
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I-28 |
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R-265 |
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Runa |
| language |
Español |
| format |
Artículo revista |
| 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 |
| 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 |
| 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. |
| publisher |
Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA |
| publishDate |
2022 |
| url |
http://revistascientificas.filo.uba.ar/index.php/runa/article/view/10057 |
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2023-06-27T21:27:40Z |
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2024-08-14T01:57:45Z |
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1807326291216564224 |
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I28-R265-article-100572023-12-10T23:24:46Z 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 Ayala Reyes, Susana 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 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. Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA 2022-01-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo enviado a un dossier temático application/pdf text/html http://revistascientificas.filo.uba.ar/index.php/runa/article/view/10057 10.34096/runa.v42i3.10057 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 spa http://revistascientificas.filo.uba.ar/index.php/runa/article/view/10057/9964 http://revistascientificas.filo.uba.ar/index.php/runa/article/view/10057/10030 |