Origin and perspectives of Intercultural Bilingual Education policies in Peru: utopia towards a quality IBE
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...
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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
2021
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10831 |
| _version_ | 1801706216135589888 |
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| author | Ruelas Vargas, David |
| author_facet | Ruelas Vargas, David |
| author_sort | Ruelas Vargas, David |
| collection | OJS |
| description | 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Method: applied is historical and was supported with the library technique and analysis and interpretation of historical documents from primary and secondary sources, the information collection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. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-10831 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2021 |
| 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-108312023-09-06T20:33:34Z Origin and perspectives of Intercultural Bilingual Education policies in Peru: utopia towards a quality IBE Origen y perspectivas de las políticas de la Educación Intercultural Bilingüe en el Perú: utopía hacia una EIB de calidad Origem e perspectivas das políticas de Educação Intercultural Bilíngue no Peru: utopia para um IBE de qualidade Ruelas Vargas, David learning culture diversity intercultural education native language aprendizaje cultura diversidad educación intercultural lengua originaria Artículo aprendizagem cultura diversidade educação intercultural língua nativa 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. Objetivo: de la investigación es contribuir al estudio del origen y perspectivas de las políticas de Educación Intercultural Bilingüe en el Perú, que busca atender a los pueblos originarios como medida pedagógica compensatoria a la implantación en las escuelas de la castellanización, lo que ocasionó dificultades en el aprendizaje de niños y niñas de pueblos indígenas. En el Perú, un país pluriétnico, multicultural y plurilingüe en donde coexisten diversos pueblos andinos, amazónicos y costeños, el Ministerio de Educación del Perú[1] reconoce la existencia de 43 lenguas originarias en la amazonia y 4 en los Andes. Originalidad / aporte: consiste en abordar y analizar el desarrollo e implementación de las políticas EIB en el sistema educativo peruano. Método; aplicado es histórico y se soportó con la técnica de biblioteca y análisis e interpretación de documentoshistóricos de fuentes primaria y secundaria, Estrategia de recolección de información: a partir de análisis de textos, artículos, archivos y revistas. Conclusión: las políticas de educación bilingüe de los siglos XX y XXI han estado mediadas por la globalización y los organismos transnacionales como el Fondo Monetario Internacional, Banco Mundial, Banco Interamericano de Desarrollo - Washington, los pueblos indígenas no están libres de su influencia. Por la diversidad etnolingüística y pluricultural en la educación peruana del siglo XXI, las lenguas son prioridad como medio válido de aprendizaje por ser poseedoras de saberes y conocimientos. La educación bilingüe de calidad para los pueblos originarios sigue siendo una utopía. [1] Ministerio de Educación, Documento nacional de Lenguas originarias del Perú (Lima: MINEDU, 2013).https://centroderecursos.cultura.pe/sites/default/files/rb/pdf/Documento%20Nacional%20de%20Lenguas%20Originarias%20del%20Peru.pdf Objetivo: da pesquisa é contribuir para o estudo da origem e perspectivas das políticas de Educação Intercultural Bilíngue no Peru, que busca servir aos povos indígenas como medida pedagógica compensatória para a implantação em escolas de Castilianização, o que causou dificuldades no aprendizagem de filhos de povos indígenas. No Peru, país multiétnico, multicultural e multilíngue onde convivem diversos povos andinos, amazônicos e costeiros, o Ministério da Educação do Peru reconhece a existência de 43 línguas nativas na Amazônia e 4 nos Andes. Originalidade/aporte: consiste em abordar e analisar o desenvolvimento e implementação de políticas de IBE no sistema educacional peruano. Método; aplicada é histórica e apoiada na técnica de biblioteca e análise e interpretação de documentos históricos de fontes primárias e secundárias. Estratégia/coleta de dados: baseou-se na análise de textos, artigos, arquivos e revistas. Conclusões: as políticas de educação bilíngue dos séculos 20 e 21 foram mediadas pela globalização e por organizações transnacionais como o Fundo Monetário Internacional, Banco Mundial, Banco Interamericano de Desenvolvimento - Washington, os povos indígenas não estão livres de sua influência. Devido à diversidade etnolinguística e multicultural da educação peruana no século XXI, as línguas são prioritárias como meio válido de aprendizagem por possuírem conhecimentos e saberes. Educação bilíngue de qualidade para povos indígenas continua sendo uma utopia. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2021-07-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Autor application/pdf text/html https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10831 10.19053/01227238.10831 Revista Historia de la Educación Latinoamericana; Vol. 23 No. 36 (2021): Josefa Tolero de Aguirre Revista Historia de la Educación Latinoamericana; Vol. 23 Núm. 36 (2021): Josefa Tolero de Aguirre 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10831/10987 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10831/11314 Nacional Copyright (c) 2021 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION |
| spellingShingle | learning culture diversity intercultural education native language aprendizaje cultura diversidad educación intercultural lengua originaria Artículo aprendizagem cultura diversidade educação intercultural língua nativa Ruelas Vargas, David Origin and perspectives of Intercultural Bilingual Education policies in Peru: utopia towards a quality IBE |
| title | Origin and perspectives of Intercultural Bilingual Education policies in Peru: utopia towards a quality IBE |
| title_alt | Origen y perspectivas de las políticas de la Educación Intercultural Bilingüe en el Perú: utopía hacia una EIB de calidad Origem e perspectivas das políticas de Educação Intercultural Bilíngue no Peru: utopia para um IBE de qualidade |
| title_full | Origin and perspectives of Intercultural Bilingual Education policies in Peru: utopia towards a quality IBE |
| title_fullStr | Origin and perspectives of Intercultural Bilingual Education policies in Peru: utopia towards a quality IBE |
| title_full_unstemmed | Origin and perspectives of Intercultural Bilingual Education policies in Peru: utopia towards a quality IBE |
| title_short | Origin and perspectives of Intercultural Bilingual Education policies in Peru: utopia towards a quality IBE |
| title_sort | origin and perspectives of intercultural bilingual education policies in peru utopia towards a quality ibe |
| topic | learning culture diversity intercultural education native language aprendizaje cultura diversidad educación intercultural lengua originaria Artículo aprendizagem cultura diversidade educação intercultural língua nativa |
| topic_facet | learning culture diversity intercultural education native language aprendizaje cultura diversidad educación intercultural lengua originaria Artículo aprendizagem cultura diversidade educação intercultural língua nativa |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10831 |
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