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During the last decades the need to question the way in which knowledge is constructed as well as its relation with power issues has come forward. An important innovation in some teacher training colleges and conventional universities is the redefinition of the teaching staff. They have included indigenous elders as an attempt to open higher education to the inclusion of new actors and new voices. However, in this article I argue that the participation of indigenous elders in teacher training processes, does not necessarily guarantee the development of practises that will highlight the existence of ways of thinking alternative to hegemonic knowledge nor the multiple ways in which knowledge is produced. For this to happen consciousness must be gained regarding the complex relations between knowledge and power, and the way in which it is expressed in higher education in general and in spec...

From the Peruvian Amazon: Contributions for teacher training in intercultural bilingual early childhood educationThe promotion of universal access to early childhood education should be accompanied by a serious analysis and reflection on the impact it can have on the primary socialization of native children. In this context it is essential to guarantee the existence of teacher training programs conscious of the relation between apprenticeship and culture which offer their students inputs that allow them to value, complement and enrich the educational processes which occur at home and in community settings. This paper presents some core issues of two curricula developed by and for Amazonian indigenous peoples. Even though both guidelines have been designed in Amazonian contexts, and respond to the needs and demands of Amazonian indigenous organizations, the topics included in this documen...

During the last decades the need to question the way in which knowledge is constructed as well as its relation with power issues has come forward. An important innovation in some teacher training colleges and conventional universities is the redefinition of the teaching staff. They have included indigenous elders as an attempt to open higher education to the inclusion of new actors and new voices. However, in this article I argue that the participation of indigenous elders in teacher training processes, does not necessarily guarantee the development of practises that will highlight the existence of ways of thinking alternative to hegemonic knowledge nor the multiple ways in which knowledge is produced. For this to happen consciousness must be gained regarding the complex relations between knowledge and power, and the way in which it is expressed in higher education in general and in spec...

From the Peruvian Amazon: Contributions for teacher training in intercultural bilingual early childhood educationThe promotion of universal access to early childhood education should be accompanied by a serious analysis and reflection on the impact it can have on the primary socialization of native children. In this context it is essential to guarantee the existence of teacher training programs conscious of the relation between apprenticeship and culture which offer their students inputs that allow them to value, complement and enrich the educational processes which occur at home and in community settings. This paper presents some core issues of two curricula developed by and for Amazonian indigenous peoples. Even though both guidelines have been designed in Amazonian contexts, and respond to the needs and demands of Amazonian indigenous organizations, the topics included in this documen...

During the last decades the need to question the way in which knowledge is constructed as well as its relation with power issues has come forward. An important innovation in some teacher training colleges and conventional universities is the redefinition of the teaching staff. They have included indigenous elders as an attempt to open higher education to the inclusion of new actors and new voices. However, in this article I argue that the participation of indigenous elders in teacher training processes, does not necessarily guarantee the development of practises that will highlight the existence of ways of thinking alternative to hegemonic knowledge nor the multiple ways in which knowledge is produced. For this to happen consciousness must be gained regarding the complex relations between knowledge and power, and the way in which it is expressed in higher education in general and in spec...

From the Peruvian Amazon: Contributions for teacher training in intercultural bilingual early childhood educationThe promotion of universal access to early childhood education should be accompanied by a serious analysis and reflection on the impact it can have on the primary socialization of native children. In this context it is essential to guarantee the existence of teacher training programs conscious of the relation between apprenticeship and culture which offer their students inputs that allow them to value, complement and enrich the educational processes which occur at home and in community settings. This paper presents some core issues of two curricula developed by and for Amazonian indigenous peoples. Even though both guidelines have been designed in Amazonian contexts, and respond to the needs and demands of Amazonian indigenous organizations, the topics included in this documen...

Ofrece los procedimientos básicos para que los docentes desarrollen, paso a paso, el recojo, análisis y sistematización de los saberes y conocimientos, problemáticas de la comunidad. Así como las necesidades de los estudiantes en la planificación anual, la planificación de unidades didácticas y de las sesiones de aprendizaje. Estos son insumos necesarios que contribuyen en organizar los procesos de enseñanza-aprendizaje durante el año escolar. La presente guía está estructurada en dos capítulos: el primero, referido a conocer el contexto sociocultural y lingüístico de la comunidad, en el marco del acercamiento escuela, familia y comunidad. Asimismo, en este capítulo se orientan los pasos a seguir para identificar las necesidades de aprendizaje de los estudiantes. Por otro lado, el segundo capítulo presenta las orientaciones para diseñar el trabajo curricular en el aula.

El propósito de la guía es orientar a los maestros y maestras para que logren procesos de enseñanza aprendizaje pertinentes y de calidad en los que se evidencie de manera explícita la propuesta pedagógica intercultural bilingüe, lo cual implica el uso de los materiales en lengua originaria y en castellano, la promoción de la convivencia intercultural y favorable al aprendizaje, así como la estrecha relación escuela-familia-comunidad. Para lograr estos propósitos se ha estructurado la guía en dos capítulos: el primero está referido al trabajo en una escuela de EIB, en el que las experiencias vinculadas a las actividades socio productivas y la participación de sabios, sabias y otros miembros de la comunidad juegan un rol fundamental y se constituyen en vivencias generadoras de aprendizajes integrales en los estudiantes. En este marco se establecen orientaciones para la organi...