SciELO - Scientific Electronic Library Online

 
 número52El suicidio: Develador de situaciones que generan sufrimiento en una escuela secundariaAulas virtuales en la facultad de ciencias económicas de la Universidad Nacional De Jujuy. Factibilidad y conveniencia de su implementación índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Journal

Artigo

Indicadores

  • Não possue artigos citadosCitado por SciELO

Links relacionados

  • Não possue artigos similaresSimilares em SciELO

Compartilhar


Cuadernos de la Facultad de Humanidades y Ciencias Sociales. Universidad Nacional de Jujuy

versão On-line ISSN 1668-8104

Resumo

POZZO, María Isabel  e  PARUCCI, María Paula. Intercultural bilingual education in the city of la esperanza, province of Jujuy, Argentina. A case study focused on the impact on the teacher's role. Cuad. Fac. Humanid. Cienc. Soc., Univ. Nac. Jujuy [online]. 2017, n.52, pp.181-195. ISSN 1668-8104.

This article presents an exploratory study about the Intercultural Bilingual Education (IBE) in the town of Esperanza, province of Jujuy, a multicultural, multiethnic and plurilingual in the North-east of Argentina. The general objective of the research is to analyze how this modality impacts on the teacher´s role. The specific objectives are: to analize the impact of a multicultural society in teachers' training and practice; to describe the relation between the regular teacher´s and the ethnic teacher's visions on the educational act; to elicitate which contents of the guarani culture are taught together with the language; and to describe how the guaraní language teaching is developed.           In order to achieve this, we carry out a case study focused on the "Antarctica Argentina" School No. 230, Lot San Antonio, using qualitative techniques such as semi-structured interviews, observation and document analysis.           The results of the fieldwork show bewilderment at various institutional levels on how to develop their work since the implementation of the IBE, although the view is more optimistic from the ministerial supervision.           The difficulties suggest a lack of training, insufficient communication among the members of the school, incipient coordinated action between the proficient teachers and the regular teachers and disagreements in the way of assuming the teaching role to the place assigned to writing and planning. The conclusions point to the tensions in the cultural and professional identity of the teacher and in the professional identity of the teacher and the ethical identity of the students

Palavras-chave : Intercultural Bilingual Education; Identity; Teacher's role.

        · resumo em Espanhol     · texto em Espanhol

 

Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons