Las concepciones de la educación intercultural bilingüe por los docentes en una institución educativa primaria en Apurímac: dilemas y posibilidades

• Autor: Borda Huyhua, Edison Percy
• Formato: tesis de grado
• Fecha de Publicación: 2022
• Institución: Universidad Antonio Ruiz de Montoya
• Repositorio: UARM-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.uarm.edu.pe:20.500.12833/2461
• Enlace del recurso: http://hdl.handle.net/20.500.12833/2461
• Nivel de acceso: acceso abierto
• Materia: Educación intercultural; Educación básica primaria; Profesores; Educación; http://purl.org/pe-repo/ocde/ford#5.03.01

From a qualitative methodology, this research addresses the conception of Intercultural Bilingual Education (IBE) by teachers in an educational institution of primary level IBE in Apurimac - Peru. The main finding is that teachers present dilemmatic conceptualizations in relation to IBE, because although they are appropriating the proposal of this educational modality, they also have visions that bring them closer to a civilizing school model that has historically prevailed in Peru. Teachers are critical of the oppression of Quechua, but teach it very little in school; they defend the use of ancestral dress by students, but also advocate for a single uniform; they recognize the need to work with local materials in the community context, but simultaneously align themselves with the traditional MINEDU materials and decide to remain mostly in their classrooms. Finally, teachers promote interculturality, but conceptualize Quechua culture as something static and of the past. This study shows that these dilemmas (and lags of the civilizing school) in teachers can be explained from their own life and school training, as they themselves have been victims of constant discrimination and racism in this process.