Stories and trajectories of indigenous teachers in the department of Cauca: Ethnoeducation, a possibility for Other educations?
This paper intends to release several findings resulted from the study "Identities, types of knowledge and pedagogical practices among indigenous teachers", which included the participation of six male and female teachers who graduated with BA's in Ethnoeducation, from the University...
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| Formato: | Artículo publishedVersion Artículo revisado por pares |
| Lenguaje: | Español |
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Universidad de Antioquia
2011
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| Acceso en línea: | http://aprendeenlinea.udea.edu.co/revistas/index.php/revistaeyp/article/view/9927 http://biblioteca.clacso.edu.ar/gsdl/cgi-bin/library.cgi?a=d&c=co/co-062&d=article9927oai |
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| Sumario: | This paper intends to release several findings resulted from the study "Identities, types of knowledge and pedagogical practices among indigenous teachers", which included the participation of six male and female teachers who graduated with BA's in Ethnoeducation, from the University of Cauca. This study questions how pedagogical identities are historically constructed. The concept of pedagogical identities are understood here as the particular traits that are expressed both in their autobiographical narratives and in their approach to teaching, which are directly related to the diverse manifestations of cultural or state controls on their pedagogical practices.How to reference this article: Castillo Guzmán, Elizabeth y Lilia Triviño Garzón, “Historias y trayectorias de maestras y maestros indígenas en el Cauca: ¿la etnoeducación, posibilidad para Otras educaciones?”, Revista Educación y Pedagogía, Medellín, Universidad de Antioquia, Facultad de Educación, vol. XX, núm. 50, (enero-abril), 2008, pp. 81-97.Received: march 2007Accepted: november2007 |
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