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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| Acceso en línea: | http://revistascientificas.filo.uba.ar/index.php/runa/article/view/10057 |
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| Sumario: | 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. |
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