Processes of intercultural education and indigenous self-segregation in the Aimaras of Puno, Perú
The objective of the study is to interpret from the Aymara thinking, how the processes of bilingual intercultural education (IBE) developed in rural schools in the Aymara area of Puno-Peru, generate the phenomenon of indigenous self-segregation after forty years. Self-segregation is not specified as...
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| Format: | Online |
| Language: | spa |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2020
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10101 |
| _version_ | 1801706203207696384 |
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| author | Bermejo Paredes, Saul Maquera Maquera, Yanet Amanda Bermejo Gonzáles, Luz Yohana |
| author_facet | Bermejo Paredes, Saul Maquera Maquera, Yanet Amanda Bermejo Gonzáles, Luz Yohana |
| author_sort | Bermejo Paredes, Saul |
| collection | OJS |
| description | The objective of the study is to interpret from the Aymara thinking, how the processes of bilingual intercultural education (IBE) developed in rural schools in the Aymara area of Puno-Peru, generate the phenomenon of indigenous self-segregation after forty years. Self-segregation is not specified as a goal or objective by any EIB policy or program; It is conceived as a driving force for the construction of strategic alliances to conduct its own educational purposes, keeping the Aymara culture and language alive, without disassociating itself from national and world society. This has to do with a new and binding theme to redefine such as the education provided in indigenous populations. It is a qualitative-hermeneutic research work that, using the techniques of documentary analysis and in-depth interviews; the results are studied, through the content analysis process, fundamentally; allowing to establish as a conclusion that from the Aymara thinking the EIB only receives a symbolic value, it is perceived as a racist program which over time has caused a gradual linguistic displacement of the Aymara by the Spanish and the folklore of wisdom and Aymara culture; situation that simultaneously has made possible the emergence of indigenous self-segregation, as a strategy and rationale to redefine IBE, education in general and the livelihood of the Aymara nation. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-10101 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2020 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-101012023-09-06T20:33:58Z Processes of intercultural education and indigenous self-segregation in the Aimaras of Puno, Perú Procesos de educación intercultural y autosegregación indígena en los Aimaras de Puno, Perú Processos de educação intercultural e auto-segregação indígena nos Aimarás de Puno, Peru Bermejo Paredes, Saul Maquera Maquera, Yanet Amanda Bermejo Gonzáles, Luz Yohana cultural identity Aimara indigenous self-segregation linguistic diversity intercultural education identidad cultural Aimara autosegregación indígena diversidad lingüística educación intercultural identidade cultural Aimar auto-segregação indígena diversidade linguística educação intercultural The objective of the study is to interpret from the Aymara thinking, how the processes of bilingual intercultural education (IBE) developed in rural schools in the Aymara area of Puno-Peru, generate the phenomenon of indigenous self-segregation after forty years. Self-segregation is not specified as a goal or objective by any EIB policy or program; It is conceived as a driving force for the construction of strategic alliances to conduct its own educational purposes, keeping the Aymara culture and language alive, without disassociating itself from national and world society. This has to do with a new and binding theme to redefine such as the education provided in indigenous populations. It is a qualitative-hermeneutic research work that, using the techniques of documentary analysis and in-depth interviews; the results are studied, through the content analysis process, fundamentally; allowing to establish as a conclusion that from the Aymara thinking the EIB only receives a symbolic value, it is perceived as a racist program which over time has caused a gradual linguistic displacement of the Aymara by the Spanish and the folklore of wisdom and Aymara culture; situation that simultaneously has made possible the emergence of indigenous self-segregation, as a strategy and rationale to redefine IBE, education in general and the livelihood of the Aymara nation. El objetivo del estudio es interpretar desde la racionalidad aimara, cómo los procesos de educación intercultural bilingüe (EIB) desarrollados en las escuelas rurales de la zona aimara de Puno-Perú, generan como resultado después de cuarenta años, el fenómeno de la autosegregación indígena. Originalidad: la autosegregación no se encuentra explicitada como meta u objetivo por ninguna política o programa EIB; es una temática nueva y vinculante para redefinir, la educación impartida en las poblaciones indígenas. Método: es un trabajo de investigación cualitativa-hermenéutica que, empleando las estrategias del análisis documental y las entrevistas en profundidad; interpreta los resultados, mediante el proceso de análisis de contenido, fundamentalmente, permitiendo establecer como conclusión que, la EIB desde la racionalidad aimara cobra solamente un valor simbólico, se percibe como un programa racista, que a través del tiempo ha provocado, un paulatino desplazamiento lingüístico del aimara por el castellano y la folclorización de la sabiduría y la cultura aimara; situación que simultáneamente, ha posibilitado la emergencia de la autosegregación indígena, como estrategia y racionalidad para redefinir la EIB, la educación en general y la subsistencia de la nación aimara. O objetivo do estudo é interpretar, a partir da racionalidade aimará, como os processos de educação intercultural bilíngue (EIB) desenvolvidos nas escolas rurais da zona aimara de Puno-Peru geraram, como resultado, depois de quarenta anos, o fenômeno da auto-segregação indígena. A auto-segregação não se encontra explicitada como meta ou objetivo por nenhuma política ou programa EIB; se desenvolve como um movimento impulsor de alianças estratégicas para delinear os próprios propósitos educativos, mantendo vivas a cultura e a língua aimará, sem desvincular-se da sociedade nacional e mundial; constituindo-se, deste modo, em uma temática nova e vinculante para redefinir a educação fornecida para as populações indígenas. É um trabalho de pesquisa qualitativa-hermenêutica que, empregando técnicas de análise documental e entrevistas em profundidade; interpreta os resultados mediante o processo de análise do conteúdo, fundamentalmente; permitindo estabelecer como conclusão que a EIB, a partir da racionalidade aimara, cobra solenemente um valor simbólico, percebe-se como um programa racista, que através do tempo provocou uma gradual substituição linguística do aimara pelo castelhano e a folclorização da sabedoria e da cultura aimará; situação que simultaneamente possibilitou a emergência da auto-segregação indígena como estratégia e racionalidade para redefinir a EIB, a educação em geral e a subsistência da nação aimará. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2020-04-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10101 10.19053/01227238.10101 Revista Historia de la Educación Latinoamericana; Vol. 22 No. 34 (2020): Carlos Rincón Revista Historia de la Educación Latinoamericana; Vol. 22 Núm. 34 (2020): Carlos Rincón 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10101/9568 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10101/9724 Copyright (c) 2020 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION |
| spellingShingle | cultural identity Aimara indigenous self-segregation linguistic diversity intercultural education identidad cultural Aimara autosegregación indígena diversidad lingüística educación intercultural identidade cultural Aimar auto-segregação indígena diversidade linguística educação intercultural Bermejo Paredes, Saul Maquera Maquera, Yanet Amanda Bermejo Gonzáles, Luz Yohana Processes of intercultural education and indigenous self-segregation in the Aimaras of Puno, Perú |
| title | Processes of intercultural education and indigenous self-segregation in the Aimaras of Puno, Perú |
| title_alt | Procesos de educación intercultural y autosegregación indígena en los Aimaras de Puno, Perú Processos de educação intercultural e auto-segregação indígena nos Aimarás de Puno, Peru |
| title_full | Processes of intercultural education and indigenous self-segregation in the Aimaras of Puno, Perú |
| title_fullStr | Processes of intercultural education and indigenous self-segregation in the Aimaras of Puno, Perú |
| title_full_unstemmed | Processes of intercultural education and indigenous self-segregation in the Aimaras of Puno, Perú |
| title_short | Processes of intercultural education and indigenous self-segregation in the Aimaras of Puno, Perú |
| title_sort | processes of intercultural education and indigenous self segregation in the aimaras of puno peru |
| topic | cultural identity Aimara indigenous self-segregation linguistic diversity intercultural education identidad cultural Aimara autosegregación indígena diversidad lingüística educación intercultural identidade cultural Aimar auto-segregação indígena diversidade linguística educação intercultural |
| topic_facet | cultural identity Aimara indigenous self-segregation linguistic diversity intercultural education identidad cultural Aimara autosegregación indígena diversidad lingüística educación intercultural identidade cultural Aimar auto-segregação indígena diversidade linguística educação intercultural |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10101 |
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