Research and technical assistance experiences in the management of indigenous education (Chaco)
The Intercultural Bilingual Education of the province of Chaco (Argentina) represents a key experience of this educational modality within our country, whose trajectory –predating the enactment of relevant legislation– can be understood through the various ways in which Indigenous communities themse...
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| Autores principales: | , |
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| Formato: | Artículo publishedVersion Artículo enviado a un dossier temático |
| Lenguaje: | Español |
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Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA
2025
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/runa/article/view/16703 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=runa&d=16703_oai |
| Aporte de: |
| Sumario: | The Intercultural Bilingual Education of the province of Chaco (Argentina) represents a key experience of this educational modality within our country, whose trajectory –predating the enactment of relevant legislation– can be understood through the various ways in which Indigenous communities themselves have led this process. The role of the leaders of the Qom, Wichí, and Moqoit peoples has evolved from organizing demands and advocating before the provincial government to their inclusion in educational management at ministerial levels. This article presents the collaborative work experience of a research team composed of linguists, anthropologists, and a geographer, working alongside teachers and representatives of Chaco’s Intercultural Bilingual Education (EBI). The aim is to revisit a series of collaborative efforts and share insights arising from the integration of technical assistance and research from academic-institutional spaces with actors who have taken on management responsibilities. |
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