Professionalization of indigenous teachers. Challenges at the National Pedagogical University, Unit 071, Chiapas

The analysis of the teachers' formative process on indigenous education is necessary to revisit the notions of quality, equitable, and contextualized education. For this reason, we report in this paper the results of the research carried out at the Universidad Pedagóg...

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Tipo de recurso:: http://purl.org/coar/resource_type/c_6898

Fecha de publicación:: 2019

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:: spa

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dc.title.en-US.fl_str_mv	Professionalization of indigenous teachers. Challenges at the National Pedagogical University, Unit 071, Chiapas
dc.title.es-ES.fl_str_mv	Profesionalización del profesorado indígena. Retos en la Universidad Pedagógica Nacional, Unidad 071, de Chiapas
dc.title.pt-BR.fl_str_mv	Profissionalização de professores indígenas. Desafios da Universidade Pedagógica Nacional, Unidade 071, de Chiapas
title	Professionalization of indigenous teachers. Challenges at the National Pedagogical University, Unit 071, Chiapas
spellingShingle	Professionalization of indigenous teachers. Challenges at the National Pedagogical University, Unit 071, Chiapas indigenous education; teacher training; indigenous peoples; mother tongue; interculturality. educación indígena; formación docente; pueblos originarios; lengua materna; interculturalidad. educação indígena; formação de professores; povos nativos; língua materna; interculturalidade.
title_short	Professionalization of indigenous teachers. Challenges at the National Pedagogical University, Unit 071, Chiapas
title_full	Professionalization of indigenous teachers. Challenges at the National Pedagogical University, Unit 071, Chiapas
title_fullStr	Professionalization of indigenous teachers. Challenges at the National Pedagogical University, Unit 071, Chiapas
title_full_unstemmed	Professionalization of indigenous teachers. Challenges at the National Pedagogical University, Unit 071, Chiapas
title_sort	Professionalization of indigenous teachers. Challenges at the National Pedagogical University, Unit 071, Chiapas
dc.subject.en-US.fl_str_mv	indigenous education; teacher training; indigenous peoples; mother tongue; interculturality.
topic	indigenous education; teacher training; indigenous peoples; mother tongue; interculturality. educación indígena; formación docente; pueblos originarios; lengua materna; interculturalidad. educação indígena; formação de professores; povos nativos; língua materna; interculturalidade.
dc.subject.es-ES.fl_str_mv	educación indígena; formación docente; pueblos originarios; lengua materna; interculturalidad.
dc.subject.pt-BR.fl_str_mv	educação indígena; formação de professores; povos nativos; língua materna; interculturalidade.
description	The analysis of the teachers' formative process on indigenous education is necessary to revisit the notions of quality, equitable, and contextualized education. For this reason, we report in this paper the results of the research carried out at the Universidad Pedagógica Nacional, Unit 071, in Chiapas, Mexico. This research consisted of an ethnographic study that included the revision of the curricular structure and, in addition, the voice of teachers and students at different training scenarios was taken into account. According to the results, the curriculum is out-of-date and irrelevant to the needs of the target population. It was also found that it responds to an instrumental logic that profoundly affects teachers' formative process. The different languages of the original peoples are not promoted as a priority and their cosmovision is not recovered either. Based on these results, we reflect on the direction of indigenous teacher training.  There is an urgent need to rethink the curriculum from an intercultural perspective that gives value and strength to the identity of the communities of indigenous peoples.
publishDate	2019
dc.date.accessioned.none.fl_str_mv	2024-07-05T19:15:00Z
dc.date.available.none.fl_str_mv	2024-07-05T19:15:00Z
dc.date.none.fl_str_mv	2019-10-02
dc.type.none.fl_str_mv	info:eu-repo/semantics/article
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dc.identifier.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10116 10.19053/01227238.10116
dc.identifier.uri.none.fl_str_mv	https://repositorio.uptc.edu.co/handle/001/14886
url	https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10116 https://repositorio.uptc.edu.co/handle/001/14886
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dc.relation.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10116/9164 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10116/8704
dc.rights.en-US.fl_str_mv	Copyright (c) 2019 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION
dc.rights.coar.fl_str_mv	http://purl.org/coar/access_right/c_abf2
dc.rights.uri.spa.fl_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0/
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rights_invalid_str_mv	Copyright (c) 2019 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION https://creativecommons.org/licenses/by-nc-nd/4.0/ http://purl.org/coar/access_right/c_abf399 http://purl.org/coar/access_right/c_abf2
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dc.publisher.en-US.fl_str_mv	Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv	Revista Historia de la Educación Latinoamericana; Vol. 21 No. 33 (2019): Olivia Arévalo Lomas
dc.source.es-ES.fl_str_mv	Revista Historia de la Educación Latinoamericana; Vol. 21 Núm. 33 (2019): Olivia Arévalo Lomas
dc.source.none.fl_str_mv	2256-5248 0122-7238
institution	Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv	Repositorio Institucional UPTC
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spelling	2019-10-022024-07-05T19:15:00Z2024-07-05T19:15:00Zhttps://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/1011610.19053/01227238.10116https://repositorio.uptc.edu.co/handle/001/14886The analysis of the teachers' formative process on indigenous education is necessary to revisit the notions of quality, equitable, and contextualized education. For this reason, we report in this paper the results of the research carried out at the Universidad Pedagógica Nacional, Unit 071, in Chiapas, Mexico. This research consisted of an ethnographic study that included the revision of the curricular structure and, in addition, the voice of teachers and students at different training scenarios was taken into account. According to the results, the curriculum is out-of-date and irrelevant to the needs of the target population. It was also found that it responds to an instrumental logic that profoundly affects teachers' formative process. The different languages of the original peoples are not promoted as a priority and their cosmovision is not recovered either. Based on these results, we reflect on the direction of indigenous teacher training.  There is an urgent need to rethink the curriculum from an intercultural perspective that gives value and strength to the identity of the communities of indigenous peoples. El análisis del proceso formativo del profesorado en educación indígena es necesario para repensar la educación de calidad con equidad y contextualizada. Por ello, se reportan los resultados de la investigación en la Universidad Pedagógica Nacional, Unidad 071, en Chiapas, México. El ejercicio investigativo consistió en un trabajo de corte etnográfico que incluyó la revisión de la estructura curricular y dio voz al profesorado y estudiantado en diferentes momentos y escenarios de formación. Los resultados indican que el plan de estudios se encuentra desactualizado y es poco pertinente a las necesidades de la población a la que debe atenderse, además responde a una lógica instrumental que afecta profundamente a la formación. Las distintas lenguas de los pueblos originarios no son promovidas como prioridad y tampoco se recupera su cosmovisión. A partir de estos resultados se reflexiona sobre el rumbo de la formación del profesorado indígena con el replanteamiento urgente del plan de estudios, acorde al enfoque intercultural que dé sentido y fortalezca la identidad en las comunidades de pueblos originarios. _________________________ AMULKÜNU ZUGU Müley ta ñi malügeal chum amulen ta kimeltuchefe ñi kimeltugen indígena ñi kimeltuwün mew femgechi ta wüñorakizuamgeay kiñe nor ka kiñe küme kimeltuwün mülelu fey chi mapu mew. Fey mew, nentugey zugu inaramtun mew Universidad Pedagógica Nacional, Unidad 071, Chiapas, México mapu mew. Tüfa chi inaramtun zugu mew pepikalgey ta etnográfico küzaw mew chew ta azkintugey estructura curricular ka elugey ñi zugual ta pu kimeltuchefe ka pu chijkatufe fijke antü mew ka mülelu fijke wejin chew ñi kimeltugeken ta che. Wixampüramün mew zugu xipay ta plan de estudios ñi wegenon ka müte kümelay fey chi pu che ñi zuamnien egün, ka femgechi ta wenuntugey kiñe instrumental rakizuam mew fey mew may ta weza amuley kimeltuchen. Fij kake zugun nieulu ta pu pueblos originarios wenuntugekelay ñi kizu egün ni mogen no rume wüñozuamgetukelay. Wixampüramün mew ta müfüke zugu rakizuamgey chem rüpü inageay kimeltugeal ta pu indígena kimeltuchefe ñi matu wüñoazkünugetual ta plan de estudios, koneltu zugun mew ta enfoque intercultural wülal günezugu ka newenuwal ta kizu ñi chegen egün ta pu comunidades de pueblos originarios. Kimfal hemül: indígena ñi kimeltuwün; kimeltuchen kimeltuchefegeal; pueblos originarios; ñuke kewüh, interculturalidad.A análise do processo de formação de professores na educação indígena é necessária para repensar a qualidade da educação com equidade e contextualização. Portanto, os resultados da pesquisa são relatados na Universidade Nacional Pedagógica, Unidade 071, em Chiapas, México. O exercício de pesquisa consistiu em um trabalho etnográfico que incluiu a revisão da estrutura curricular e deu voz a professores e alunos em diferentes momentos e cenários de treinamento. Os resultados indicam que o currículo está desatualizado e não é relevante para as necessidades da população a que deve ser atendido, além de responder a uma lógica instrumental que afeta profundamente o treinamento. As diferentes línguas dos povos nativos não são promovidas como prioridade e sua visão de mundo também não é recuperada. A partir desses resultados, refletimos sobre o curso de formação de professores indígenas com a necessidade de repensar o currículo, de acordo com a abordagem intercultural que dá sentido e fortalece a identidade nas comunidades dos povos nativos  application/pdftext/htmlspaspaSociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10116/9164https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10116/8704Copyright (c) 2019 JOURNAL HISTORY OF LATIN AMERICAN EDUCATIONhttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf399http://purl.org/coar/access_right/c_abf2Revista Historia de la Educación Latinoamericana; Vol. 21 No. 33 (2019): Olivia Arévalo LomasRevista Historia de la Educación Latinoamericana; Vol. 21 Núm. 33 (2019): Olivia Arévalo Lomas2256-52480122-7238indigenous education; teacher training; indigenous peoples; mother tongue; interculturality.educación indígena; formación docente; pueblos originarios; lengua materna; interculturalidad.educação indígena; formação de professores; povos nativos; língua materna; interculturalidade.Professionalization of indigenous teachers. Challenges at the National Pedagogical University, Unit 071, ChiapasProfesionalización del profesorado indígena. Retos en la Universidad Pedagógica Nacional, Unidad 071, de ChiapasProfissionalização de professores indígenas. Desafios da Universidade Pedagógica Nacional, Unidade 071, de Chiapasinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6898http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a482http://purl.org/coar/version/c_970fb48d4fbd8a85Gómez, José BastianiLópez García, María Minerva001/14886oai:repositorio.uptc.edu.co:001/148862025-07-18 12:00:49.344https://creativecommons.org/licenses/by-nc-nd/4.0/metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co

Professionalization of indigenous teachers. Challenges at the National Pedagogical University, Unit 071, Chiapas

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