Demandas indígenas de educación en la provincia del Chaco, Argentina (1987-2015)
This paper aims to provide an approach to educational demands from the Qom, Wichí and Moqoit people in the province of Chaco since the late 1980s; the research shows an initial characterization of these demands based on their analysis from theoretical perspectives that provide fundamental elements f...
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| Formato: | Online |
| Lenguaje: | spa |
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Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Instituto de Ciencias de la Educación
2023
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/6109 |
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Universidad Nacional de Cuyo |
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Revistas en línea |
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Revistas en línea |
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ENCUENTRO EDUCATIVO. Revista de investigación del Instituto de Ciencias de la Educación |
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ENCUENTRO EDUCATIVO. Revista de investigación del Instituto de Ciencias de la Educación |
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I-11 |
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R-88 |
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spa |
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Online |
| author |
Barboza, Tatiana Sabrina |
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Barboza, Tatiana Sabrina Demandas indígenas de educación en la provincia del Chaco, Argentina (1987-2015) educación indígena gestión comunitaria legislación autonomía interculturalidad educação indígena gestão comunitária legislação autonomia interculturalidade indigenous education community management legislation autonomy interculturality |
| author_facet |
Barboza, Tatiana Sabrina |
| author_sort |
Barboza, Tatiana Sabrina |
| title |
Demandas indígenas de educación en la provincia del Chaco, Argentina (1987-2015) |
| title_short |
Demandas indígenas de educación en la provincia del Chaco, Argentina (1987-2015) |
| title_full |
Demandas indígenas de educación en la provincia del Chaco, Argentina (1987-2015) |
| title_fullStr |
Demandas indígenas de educación en la provincia del Chaco, Argentina (1987-2015) |
| title_full_unstemmed |
Demandas indígenas de educación en la provincia del Chaco, Argentina (1987-2015) |
| title_sort |
indigenous demands for education in the province of chaco, argentina (1987-2015) |
| description |
This paper aims to provide an approach to educational demands from the Qom, Wichí and Moqoit people in the province of Chaco since the late 1980s; the research shows an initial characterization of these demands based on their analysis from theoretical perspectives that provide fundamental elements for the study of education related to indigenous people. Between 2010 and 2015, some of these demands were incorporated through specific regulations. The paper inquires the main elements of education that these indigenous communities postulate, reflects on how they are incorporated into the provincial educational system, to what extent this contributes to the construction of a transformative, decolonizing education. Methodologically, the article required the systematization and analysis of a variety of sources and background, specific bibliography and international regulations, as well as in-depth interviews with indigenous teachers and state employees. Among the identified demands, they resist the fact that state policies do not contemplate their real participation and do not alter the subordinate positions in which they find themselves; they demand education in their languages, indigenous teachers, curriculum adapted to their needs and cultures, selection of their own teachers, school self-government. At the same time, they are not looking for a parallel education to that of the State, but within the system, with official recognition and public funds for its financing; the State's responsibility is to recognize their capacity of action to conceive, implement and control their own education, and that this is expressed through the official recognition of indigenous community management’s schools, their educational projects, the authorities they chose and their financing. In the recent period, between 2010 and 2014, these demands include that intercultural education should include the entire educational system. It is a type of education that would imply the revaluation of indigenous cultures and the questioning of the conceptions and subjectivities imposed from the colonial system. |
| publisher |
Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Instituto de Ciencias de la Educación |
| publishDate |
2023 |
| url |
https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/6109 |
| topic |
educación indígena gestión comunitaria legislación autonomía interculturalidad educação indígena gestão comunitária legislação autonomia interculturalidade indigenous education community management legislation autonomy interculturality |
| topic_facet |
educación indígena gestión comunitaria legislación autonomía interculturalidad educação indígena gestão comunitária legislação autonomia interculturalidade indigenous education community management legislation autonomy interculturality |
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AT barbozatatianasabrina indigenousdemandsforeducationintheprovinceofchacoargentina19872015 AT barbozatatianasabrina demandasindigenasdeeducacionenlaprovinciadelchacoargentina19872015 AT barbozatatianasabrina demandasindigenasdeeducacaonaprovinciadochacoargentina19872015 |
| _version_ |
1800220546960457728 |
| spelling |
I11-R88article-61092023-06-27T20:34:34Z Indigenous demands for education in the province of Chaco, Argentina (1987-2015) Demandas indígenas de educación en la provincia del Chaco, Argentina (1987-2015) Demandas indígenas de educação na província do Chaco, Argentina (1987-2015) Barboza, Tatiana Sabrina educación indígena gestión comunitaria legislación autonomía interculturalidad educação indígena gestão comunitária legislação autonomia interculturalidade indigenous education community management legislation autonomy interculturality This paper aims to provide an approach to educational demands from the Qom, Wichí and Moqoit people in the province of Chaco since the late 1980s; the research shows an initial characterization of these demands based on their analysis from theoretical perspectives that provide fundamental elements for the study of education related to indigenous people. Between 2010 and 2015, some of these demands were incorporated through specific regulations. The paper inquires the main elements of education that these indigenous communities postulate, reflects on how they are incorporated into the provincial educational system, to what extent this contributes to the construction of a transformative, decolonizing education. Methodologically, the article required the systematization and analysis of a variety of sources and background, specific bibliography and international regulations, as well as in-depth interviews with indigenous teachers and state employees. Among the identified demands, they resist the fact that state policies do not contemplate their real participation and do not alter the subordinate positions in which they find themselves; they demand education in their languages, indigenous teachers, curriculum adapted to their needs and cultures, selection of their own teachers, school self-government. At the same time, they are not looking for a parallel education to that of the State, but within the system, with official recognition and public funds for its financing; the State's responsibility is to recognize their capacity of action to conceive, implement and control their own education, and that this is expressed through the official recognition of indigenous community management’s schools, their educational projects, the authorities they chose and their financing. In the recent period, between 2010 and 2014, these demands include that intercultural education should include the entire educational system. It is a type of education that would imply the revaluation of indigenous cultures and the questioning of the conceptions and subjectivities imposed from the colonial system. Este trabajo tiene el objetivo de brindar una aproximación a demandas de educación que construyen los pueblos Qom, Wichí y Moqoit en la provincia del Chaco a partir de finales de la década de 1980; la investigación presenta una caracterización inicial de esas demandas con base en su análisis desde perspectivas teóricas que aportan elementos fundamentales para el estudio de la educación relativa a los pueblos indígenas. Entre 2010 y 2015 se incorporan algunas de estas demandas a través de normativa específica. El trabajo indaga los elementos principales de la educación que postulan estas comunidades indígenas, reflexiona en torno a cómo se incorporan al sistema educativo provincial, en qué medida ello aporta a la construcción de una educación transformadora, descolonizadora. En lo metodológico, el artículo requirió la sistematización y análisis de una diversidad de fuentes y de antecedentes, de bibliografía específica y de normativas internacionales, además de la realización de entrevistas en profundidad a docentes indígenas y a funcionarios provinciales. Entre las demandas identificadas, se resisten a que la política estatal no contemple su participación real y no altere las posiciones subalternas en que se encuentran; exigen educación en sus lenguas, indígenas como docentes, currículum adaptado a sus necesidades y culturas, elección de sus propios docentes, autogobierno escolar. A la vez, no pretenden una educación paralela a la estatal, sino dentro del sistema, con reconocimiento oficial y fondos públicos para su financiamiento; la obligación del Estado consiste en que reconozca su capacidad de acción para concebir, implementar y dirigir su propia educación, y que ello se exprese por medio del reconocimiento formal de las instituciones escolares de gestión comunitaria indígena, de sus proyectos educativos, las autoridades que elijan y el financiamiento. En la etapa reciente comprendida entre 2010 y 2014, estas demandas incluyen que la educación intercultural abarque a todo el sistema educativo. Se trata de una educación que implicaría la revalorización de las culturas indígenas y el cuestionamiento de las concepciones y subjetividades impuestas desde el sistema colonial. O objetivo deste artigo é fornecer uma abordagem às demandas educacionais construídas pelos povos Qom, Wichí e Moqoit na província de Chaco desde o final da década de 1980; a pesquisa apresenta uma caracterização inicial dessas demandas com base em sua análise a partir de perspectivas teóricas que fornecem elementos fundamentais para o estudo da educação relacionada aos povos indígenas. Entre 2010 e 2015, algumas dessas demandas foram incorporadas por meio de regulamentações específicas. O trabalho investiga os principais elementos da educação que essas comunidades indígenas postulam, reflete sobre como eles são incorporados ao sistema educacional da província e em que medida isso contribui para a construção de uma educação transformadora e descolonizadora. Quanto à metodologia, este estudo requereu a sistematização e a análise de uma diversidade de fontes e antecedentes, de bibliografia específica e de normativas internacionais, bem como entrevistas em profundidade com professores indígenas e funcionários estatais. Entre as demandas identificadas, resistem-se a que a política estatal não contemple sua participação real e não altere as posições subalternas em que se encontram; exigem educação nas suas línguas, docentes indígenas, currículo adaptado às suas necessidades e culturas, escolha de seus próprios professores, autogoverno escolar. Por outro lado, não buscam uma educação paralela à Estatal, mas sim dentro do sistema, com reconhecimento oficial e fundos públicos para o seu financiamento; a obrigação do Estado consiste em que seja reconhecida a sua capacidade de ação para conceber, implementar e dirigir sua própria educação, e que isto seja expressado por meio do reconhecimento formal das instituições escolares de gestão comunitária indígena, de seus projetos educativos, as autoridades que elejam e o financiamento. No período recente, entre 2010 e 2014, estas demandas incluem a educação intercultural em todo o sistema educativo. Trata-se de uma educação que implicaria a revalorização das culturas indígenas e o questionamento das concepções e subjetividades impostas pelo sistema colonial. Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Instituto de Ciencias de la Educación 2023-06-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/6109 Encuentro Educativo. Revista de investigación del Instituto de Ciencias de la Educación; Vol. 4 Núm. 1 (2023); 73-98 2718-8035 spa https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/6109/5571 Derechos de autor 2023 Tatiana Sabrina Barboza http://creativecommons.org/licenses/by-nc/4.0/ |
