Indigenous teacher training: tensions between curriculum and educational practice in Chalchihuitán, Chiapas
This article examines the tensions between curricular discourse and educational practices in Indigenous contexts, focusing on the Tsotsil case of Chalchihuitán, Chiapas. It analyzes the relevance of both pre-service and in-service teacher education in addressing the challenges posed by the 2006, 201...
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Centro de Estudio Sociales. Universidad Nacional del Nordeste
2026
|
| Materias: | |
| Acceso en línea: | https://revistas.unne.edu.ar/index.php/dpd/article/view/9315 |
| Aporte de: |
| id |
I48-R154-article-9315 |
|---|---|
| record_format |
ojs |
| spelling |
I48-R154-article-93152026-05-19T12:43:15Z Indigenous teacher training: tensions between curriculum and educational practice in Chalchihuitán, Chiapas Formación docente indígena: tensiones entre el currículo y la práctica educativa en Chalchihuitán, Chiapas Rodríguez Sánchez, Faustino Steffanell, Alexander Mazariegos Lima, Vivian Gabriela Indigenous teacher education intercultural bilingual education linguistic justice formación docente indígena educación intercultural bilingüe justicia lingüística This article examines the tensions between curricular discourse and educational practices in Indigenous contexts, focusing on the Tsotsil case of Chalchihuitán, Chiapas. It analyzes the relevance of both pre-service and in-service teacher education in addressing the challenges posed by the 2006, 2011, 2017, and 2022 national curricula within the framework of the Nueva Escuela Mexicana. Drawing on an ethnographic and sociolinguistic approach, the study identifies a disjunction between the intercultural and multilingual paradigm promoted at the policy level and its enactment in school practices, where a Spanish-dominant logic continues to subordinate the Tsotsil language (bats’i k’op) to instrumental uses. Findings indicate that this gap is linked to structural limitations in teacher preparation, particularly in the development of linguistic and pedagogical competencies for bilingual education, as well as to the scarcity of contextually relevant teaching materials and the lack of sustained pedagogical support. In this context, the vitality of Tsotsil largely depends on teacher agency and community-based practices. The study concludes that teacher education must be reconceptualized as a situated and ongoing process aimed at integrating pedagogical, linguistic, and community knowledge, while fostering critical biliteracy in pursuit of linguistic justice. El artículo examina las tensiones entre el discurso curricular y las prácticas educativas en contextos indígenas, con énfasis en el caso tsotsil de Chalchihuitán, Chiapas. Analiza la pertinencia de la formación inicial y continua del profesorado frente a los desafíos planteados en los planes de estudio de 2006, 2011, 2017 y 2022, en el marco de la Nueva Escuela Mexicana. Desde un enfoque etnográfico y sociolingüístico, se identifica una dislocación entre el paradigma intercultural y plurilingüe del currículo y su concreción en la práctica escolar, donde persiste una lógica castellanizadora que subordina el bats’i k’op tsotsil a usos instrumentales. Los hallazgos evidencian que esta brecha se vincula con limitaciones en la formación del profesorado, particularmente en el desarrollo de competencias lingüísticas y didácticas para la educación bilingüe, así como con la escasez de materiales contextualizados y la falta de acompañamiento pedagógico. En este escenario, la vitalidad del tsotsil depende en gran medida de la agencia docente y de las prácticas comunitarias. Se concluye que la formación docente debe reconceptualizarse como un proceso permanente y situado, orientado a articular saberes pedagógicos, lingüísticos y comunitarios, y a fortalecer una biliteracidad crítica vinculada a la justicia lingüística. Centro de Estudio Sociales. Universidad Nacional del Nordeste 2026-05-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares text/xml application/pdf https://revistas.unne.edu.ar/index.php/dpd/article/view/9315 10.30972/dpd.15259315 De Prácticas y Discursos; Vol. 15 Núm. 25 (2026): De Prácticas y Discursos. Cuadernos de Ciencias Sociales 2250-6942 spa https://revistas.unne.edu.ar/index.php/dpd/article/view/9315/9232 https://revistas.unne.edu.ar/index.php/dpd/article/view/9315/9249 http://creativecommons.org/licenses/by-nc/4.0 |
| institution |
Universidad Nacional del Nordeste |
| institution_str |
I-48 |
| repository_str |
R-154 |
| container_title_str |
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) |
| language |
Español |
| format |
Artículo revista |
| topic |
Indigenous teacher education intercultural bilingual education linguistic justice formación docente indígena educación intercultural bilingüe justicia lingüística |
| spellingShingle |
Indigenous teacher education intercultural bilingual education linguistic justice formación docente indígena educación intercultural bilingüe justicia lingüística Rodríguez Sánchez, Faustino Steffanell, Alexander Mazariegos Lima, Vivian Gabriela Indigenous teacher training: tensions between curriculum and educational practice in Chalchihuitán, Chiapas |
| topic_facet |
Indigenous teacher education intercultural bilingual education linguistic justice formación docente indígena educación intercultural bilingüe justicia lingüística |
| author |
Rodríguez Sánchez, Faustino Steffanell, Alexander Mazariegos Lima, Vivian Gabriela |
| author_facet |
Rodríguez Sánchez, Faustino Steffanell, Alexander Mazariegos Lima, Vivian Gabriela |
| author_sort |
Rodríguez Sánchez, Faustino |
| title |
Indigenous teacher training: tensions between curriculum and educational practice in Chalchihuitán, Chiapas |
| title_short |
Indigenous teacher training: tensions between curriculum and educational practice in Chalchihuitán, Chiapas |
| title_full |
Indigenous teacher training: tensions between curriculum and educational practice in Chalchihuitán, Chiapas |
| title_fullStr |
Indigenous teacher training: tensions between curriculum and educational practice in Chalchihuitán, Chiapas |
| title_full_unstemmed |
Indigenous teacher training: tensions between curriculum and educational practice in Chalchihuitán, Chiapas |
| title_sort |
indigenous teacher training: tensions between curriculum and educational practice in chalchihuitán, chiapas |
| description |
This article examines the tensions between curricular discourse and educational practices in Indigenous contexts, focusing on the Tsotsil case of Chalchihuitán, Chiapas. It analyzes the relevance of both pre-service and in-service teacher education in addressing the challenges posed by the 2006, 2011, 2017, and 2022 national curricula within the framework of the Nueva Escuela Mexicana. Drawing on an ethnographic and sociolinguistic approach, the study identifies a disjunction between the intercultural and multilingual paradigm promoted at the policy level and its enactment in school practices, where a Spanish-dominant logic continues to subordinate the Tsotsil language (bats’i k’op) to instrumental uses. Findings indicate that this gap is linked to structural limitations in teacher preparation, particularly in the development of linguistic and pedagogical competencies for bilingual education, as well as to the scarcity of contextually relevant teaching materials and the lack of sustained pedagogical support. In this context, the vitality of Tsotsil largely depends on teacher agency and community-based practices. The study concludes that teacher education must be reconceptualized as a situated and ongoing process aimed at integrating pedagogical, linguistic, and community knowledge, while fostering critical biliteracy in pursuit of linguistic justice. |
| publisher |
Centro de Estudio Sociales. Universidad Nacional del Nordeste |
| publishDate |
2026 |
| url |
https://revistas.unne.edu.ar/index.php/dpd/article/view/9315 |
| work_keys_str_mv |
AT rodriguezsanchezfaustino indigenousteachertrainingtensionsbetweencurriculumandeducationalpracticeinchalchihuitanchiapas AT steffanellalexander indigenousteachertrainingtensionsbetweencurriculumandeducationalpracticeinchalchihuitanchiapas AT mazariegoslimaviviangabriela indigenousteachertrainingtensionsbetweencurriculumandeducationalpracticeinchalchihuitanchiapas AT rodriguezsanchezfaustino formaciondocenteindigenatensionesentreelcurriculoylapracticaeducativaenchalchihuitanchiapas AT steffanellalexander formaciondocenteindigenatensionesentreelcurriculoylapracticaeducativaenchalchihuitanchiapas AT mazariegoslimaviviangabriela formaciondocenteindigenatensionesentreelcurriculoylapracticaeducativaenchalchihuitanchiapas |
| first_indexed |
2026-06-17T05:01:01Z |
| last_indexed |
2026-06-17T05:01:01Z |
| _version_ |
1868218983148158976 |