Hacia la recuperación del sentido de la educación intercultural bilingüe
Abstract
Este artículo busca contribuir a una evaluación crítica de la educación intercultural bilingüe (EIB), modelo educativo con al menos cinco décadas de desarrollo conceptual e implementación en Latinoamérica. Cuando este término se acuñó y la EIB comenzó a influir en la toma de decisiones educativas, las poblaciones amerindias eran en su mayoría monolingües y sus asentamientos principalmente rurales y distantes de las sedes de la hegemonía y el poder. La situación ahora es diferente, pues los individuos y las familias indígenas están también en las ciudades, y hoy afirman su indigeneidad más que antes. A la luz de estas profundas transformaciones políticas, sociales, culturales y económicas, se examina la evolución de la EIB para determinar si todavía responde a las diferentes necesidades y expectativas de los niños, jóvenes y adultos indígenas, así como a los igualmente diversos contextos sociolingüísticos que se han configurado a lo largo de la historia de minorización de las sociedades indígenas. Analizamos la EIB con los lentes de la ideología del lenguaje, la política y la planificación y también desde la pedagogía. Se concluye con un análisis de los desafíos que enfrenta la EIB e identifica posibles nuevos horizontes para estos y otros emprendimientos político-pedagógicos indígenas.
This article seeks to contribute to a critical evaluation of intercultural bilingual education (IBE), an educational model with at least five decades of conceptual development and implementation in Latin America. When this term was coined and IBE began to influence educational decision-making, Amerindian populations were mostly monolingual and their settlements were mainly rural and distant from the seats of hegemony and power. The situation is now different, as indigenous individuals and families are also in the cities, and today they assert their indigeneity more than before. In light of these profound political, social, cultural and economic transformations, we examine the evolution of IBE to determine whether it still responds to the different needs and expectations of indigenous children, youth and adults, as well as to the equally diverse sociolinguistic contexts that have been shaped throughout the history of minoritization of indigenous societies. We analyze IBE through the lenses of language ideology, policy and planning, as well as pedagogy. It concludes with an analysis of the challenges facing IBE and identifies possible new horizons for these and other indigenous political-pedagogical endeavors.
This article seeks to contribute to a critical evaluation of intercultural bilingual education (IBE), an educational model with at least five decades of conceptual development and implementation in Latin America. When this term was coined and IBE began to influence educational decision-making, Amerindian populations were mostly monolingual and their settlements were mainly rural and distant from the seats of hegemony and power. The situation is now different, as indigenous individuals and families are also in the cities, and today they assert their indigeneity more than before. In light of these profound political, social, cultural and economic transformations, we examine the evolution of IBE to determine whether it still responds to the different needs and expectations of indigenous children, youth and adults, as well as to the equally diverse sociolinguistic contexts that have been shaped throughout the history of minoritization of indigenous societies. We analyze IBE through the lenses of language ideology, policy and planning, as well as pedagogy. It concludes with an analysis of the challenges facing IBE and identifies possible new horizons for these and other indigenous political-pedagogical endeavors.
Description
Vol. 25, No. 46
Keywords
Agencia, bilingüismo, interculturalidad, multiculturalismo, multilingüismo, política y planificación lingüística, reforma educativa, revitalización, Agency, bilingualism, interculturality, multiculturalism, multilingualism, language policy and planning, multilingualism, education reform, revitalization