| Summary: | Objective: of the research is to contribute to the study of the origin and perspectives of Intercultural Bilingual Education policies in Peru, which seeks to serve native peoples as a compensatory pedagogical measure for the implementation in schools of Castilianization, which caused difficulties in the learning of children from indigenous peoples. In Peru, a multiethnic, multicultural and multilingual country where various Andean, Amazonian and coastal peoples coexist, the Ministry of Education of Peru recognizes the existence of 43 native languages in the Amazon and 4 in the Andes.
Originality/support: consists of addressing and analyzing the development and implementation of IBE policies in the Peruvian educational system.
Method: applied is historical and was supported with the library technique and analysis and interpretation of historical documents from primary and secondary sources, the information collection
Strategy/ information gathering: was based on the analysis of texts, articles, archives and magazines.
Conclusions: bilingual education policies of the 20th and 21st centuries have been mediated by globalization and transnational organizations such as the International Monetary Fund, World Bank, Inter-American Development Bank - Washington, indigenous peoples are not free from their influence. Due to the ethnolinguistic and multicultural diversity in Peruvian education in the 21st century, languages are a priority as a valid means of learning because they possess knowledge and knowledge. Quality bilingual education for indigenous peoples remains a utopia.
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