Emerging political identities: indigenous teachers as a collective subject in Mexico and Colombia (Colonies- 1990)
This article is about the sociopolitical history of education for native peoples and the construction of identities of indigenous teachers in Mexico and Colombia. This research covers the period from the Colony to the homogeneous nation-state [1] prior to the 1990s. A historical recount was carried...
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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
2017
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7557 |
| _version_ | 1801706206915461120 |
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| author | Rodríguez Ugalde, Diana Cecilia |
| author_facet | Rodríguez Ugalde, Diana Cecilia |
| author_sort | Rodríguez Ugalde, Diana Cecilia |
| collection | OJS |
| description | This article is about the sociopolitical history of education for native peoples and the construction of identities of indigenous teachers in Mexico and Colombia. This research covers the period from the Colony to the homogeneous nation-state [1] prior to the 1990s. A historical recount was carried out by means of the comparative-historical methodology, proposed by Bloch, based on academic documents, of both countries, such as theses; laws; decrees; and declarations. At the beginning of this period, it is widely evident the interest of both regions to achieve the national unity through a mestizo nation model, where the education -directed by the Church / State or by the State- was the strategy to nullify the cultural, political, and social identity of the native peoples. In the middle of the 20th century, tensions took place between the social movements of the indigenous peoples and the homogeneous nation-states. Special emphasis is placed on the educational proposal for indigenous peoples, and indigenous teachers training of both States, and on the diligence of those peoples to vindicate themselves, as collective subjects before the State. In this way, the identities of the indigenous teachers emerge, mainly, in the tension between the strength of the State and the resistance of the indigenous peoples, as political subjects. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-7557 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2017 |
| 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-75572023-09-06T20:35:19Z Emerging political identities: indigenous teachers as a collective subject in Mexico and Colombia (Colonies- 1990) Identidades políticas emergentes: el profesorado indígena como sujeto colectivo en México y Colombia (Periodo colonial-1990) Identidades políticas emergentes: o professorado indígena como sujeito coletivo no México e na Colômbia (Colônias-1990) Rodríguez Ugalde, Diana Cecilia bilingual education; teacher training; cultural identity; social movement; Journal History of Latin American Education educación bilingüe; formación de docentes; identidad cultural; movimiento social; Revista Historia de la Educación Latinoamericana educação bilíngue; formação de docentes; identidade cultural; movimento social; Revista História da Educação Latino-americana This article is about the sociopolitical history of education for native peoples and the construction of identities of indigenous teachers in Mexico and Colombia. This research covers the period from the Colony to the homogeneous nation-state [1] prior to the 1990s. A historical recount was carried out by means of the comparative-historical methodology, proposed by Bloch, based on academic documents, of both countries, such as theses; laws; decrees; and declarations. At the beginning of this period, it is widely evident the interest of both regions to achieve the national unity through a mestizo nation model, where the education -directed by the Church / State or by the State- was the strategy to nullify the cultural, political, and social identity of the native peoples. In the middle of the 20th century, tensions took place between the social movements of the indigenous peoples and the homogeneous nation-states. Special emphasis is placed on the educational proposal for indigenous peoples, and indigenous teachers training of both States, and on the diligence of those peoples to vindicate themselves, as collective subjects before the State. In this way, the identities of the indigenous teachers emerge, mainly, in the tension between the strength of the State and the resistance of the indigenous peoples, as political subjects. El artículo trata sobre la historia sociopolítica de la educación para/de los pueblos originarios y la construcción de identidades del profesorado indígena en México y Colombia; específicamente, sitúa el periodo que va de la Colonia al Estado nacional homogéneo previo a la década de 1990. Desde un paradigma interpretativo de análisis de contenido, se hizo un recuento histórico siguiendo la metodología de la historia comparada, propuesta por Bloch, con base en la revisión de documentos académicos, tesis, leyes, decretos y declaraciones de ambos países que trataran la temática. Pretende analizar el surgimiento de la figura del profesorado indígena como sujeto emergente en las tensiones entre los grupos hegemónicos y los pueblos originarios. Al inicio del Estado nacional homogéneo, en ambas regiones se buscó concretar la unidad nacional a través de un modelo de nación mestiza, donde la identidad cultural, política y social de los pueblos originarios fue anulada, y la educación –dirigida por la Iglesia/Estado o por el Estado- fue una estrategia para ello. A mediados del siglo XX, ocurrieron tensiones entre los movimientos sociales de los pueblos originarios y los Estados nacionales homogéneos. Pone especial énfasis en la propuesta educativa para los pueblos originarios y en la formación del profesorado indígena de ambos Estados, además de la agencia de los pueblos originarios y del profesorado indígena como sujetos colectivos que se reivindican ante el Estado como sujetos políticos. _____________ Contextualización: Idioma Maya Popti’ Contextualizador: Aurelio Domingo Hurtado Montejo Ministerio de Educación de Guatemala YITZ’ATILAL Hune’ txumba’lil ti’ xhtzotenhe yib’anhiloj hej kuyb’anile yetwanoj hej payat konhob’ b’oj hej yik’ti’alil hej kuywahom payq’inalil yet konhob’ México b’oj konhob’ Colombia; cha’ elwanoj tzet xu yalanhto mach chulikoj heb’ya’ wes masanto yet xi’ yip yik’al heb’ya’ wes yet hej hab’ilal 1990. Xb’isb’alotoj xin yik’ti’al hej konhob’ haka’ txumb’alile icheb’ilkanh yu ya’ kuywahom Bloch sb’ih itz’atnheb’il yinh hej kuyb’anile hum, txumb’anile hum, b’oj hej chejb’anile hum yet kab’ konhob’ tu’ (México b’oj Colombia). Yichob’anil hej hab’ilal xhb’ina tu’, hab’an stxumloyi chub’ilta hanhe yitz’atneb’anil yik’ti’al heb’ya’ wes yetwanoj ye yi’ini yip, mach xin x’a’lo yip yik’al hej payat konhob’ ayxatik’a yalanhto mach chulikoj heb’ya wes tu’; haxkam ha’ tu’ xin smunil hej yatut tiyoxh b’oj hej kuyum yet payxa tu’. Slahob’alxa hune’ kuyb’anile ti’, xin cha’pax b’inahoj tzet xu stxumni sb’a sk’ul heb’ya’ kuywahom payat q’inale tzet chu ya’lopax smay sq’inal hej payat konhob’ yinh tzet chu hej Estado tet anma yunheb’al ya’lo smay spixan yik’al. Haktu’ xin xu yi’nikanh yip hej payat konhob’ yul sat hej Estado. Hej tzoti’ ch’elwani: Kuyb’anile yul kab’ ab’xub’ale; skuyb’anil hej kuywahom; yetwabijilal hej konhob’; yijlob’anil yu hej tzetet; Pujb’ab’al Txumb’ale Yib’anhiloj Kuywab’al Hum yet Ab’ya’ Yala’ O artigo trata da história sócio-política da educação de/para os povos originários e a construção de identidades do professorado indígena no México e na Colômbia; especificamente, recorta o período que vai da Colônia ao Estado nacional homogêneo[1], anterior à década de 1990. Fez-se um resgate histórico seguindo a metodologia da história comparada, proposta por Bloch, com base em documentos acadêmicos, teses, leis, decretos e declarações de ambos países que trataram a temática. No início deste período é possível distinguir amplamente o interesse, em ambas regiões, de concretizar a unidade nacional por meio de um modelo de nação mestiça, na qual a identidade cultural, política e social dos povos originários foi anulada, e a educação – dirigida pela Igreja/Estado ou pelo Estado – foi uma estratégia para isso. Em meados do século XX, ocorrem, nos territórios, tensões entre os movimentos sociais dos povos originários e os Estados nacionais homogêneos. Termina colocando especial ênfase na proposta educativa para os povos originários e de formação do professorado indígena de ambos Estados, e na agência dos povos originários e do professorado indígena como sujeitos coletivos que se reivindicam perante o Estado. Assim, as identidades do professorado indígena emergem, principalmente, na tensão entre a força do Estado e a resistência dos povos originários como sujeitos políticos. [1] Luis Villoro, “Del Estado homogéneo al Estado plural”. En Estado plural, pluralidad de culturas (México: UNAM/Paidós, 1998), 34. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2017-09-10 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/7557 10.19053/01227238.7557 Revista Historia de la Educación Latinoamericana; Vol. 19 No. 29 (2017): Natalia Górriz; 135-163 Revista Historia de la Educación Latinoamericana; Vol. 19 Núm. 29 (2017): Natalia Górriz; 135-163 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7557/5945 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7557/10842 Copyright (c) 2017 Revista Historia de la Educación Latinoamericana |
| spellingShingle | bilingual education; teacher training; cultural identity; social movement; Journal History of Latin American Education educación bilingüe; formación de docentes; identidad cultural; movimiento social; Revista Historia de la Educación Latinoamericana educação bilíngue; formação de docentes; identidade cultural; movimento social; Revista História da Educação Latino-americana Rodríguez Ugalde, Diana Cecilia Emerging political identities: indigenous teachers as a collective subject in Mexico and Colombia (Colonies- 1990) |
| title | Emerging political identities: indigenous teachers as a collective subject in Mexico and Colombia (Colonies- 1990) |
| title_alt | Identidades políticas emergentes: el profesorado indígena como sujeto colectivo en México y Colombia (Periodo colonial-1990) Identidades políticas emergentes: o professorado indígena como sujeito coletivo no México e na Colômbia (Colônias-1990) |
| title_full | Emerging political identities: indigenous teachers as a collective subject in Mexico and Colombia (Colonies- 1990) |
| title_fullStr | Emerging political identities: indigenous teachers as a collective subject in Mexico and Colombia (Colonies- 1990) |
| title_full_unstemmed | Emerging political identities: indigenous teachers as a collective subject in Mexico and Colombia (Colonies- 1990) |
| title_short | Emerging political identities: indigenous teachers as a collective subject in Mexico and Colombia (Colonies- 1990) |
| title_sort | emerging political identities indigenous teachers as a collective subject in mexico and colombia colonies 1990 |
| topic | bilingual education; teacher training; cultural identity; social movement; Journal History of Latin American Education educación bilingüe; formación de docentes; identidad cultural; movimiento social; Revista Historia de la Educación Latinoamericana educação bilíngue; formação de docentes; identidade cultural; movimento social; Revista História da Educação Latino-americana |
| topic_facet | bilingual education; teacher training; cultural identity; social movement; Journal History of Latin American Education educación bilingüe; formación de docentes; identidad cultural; movimiento social; Revista Historia de la Educación Latinoamericana educação bilíngue; formação de docentes; identidade cultural; movimento social; Revista História da Educação Latino-americana |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7557 |
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