Resumen

CZARNY, Gabriela  y  BRISENO-ROA, Julieta. Persistent dichotomies and emblematizations in intercultural bilingual education: a reading from Mexico. Runa [online]. 2022, vol.43, n.1, pp.171-187.  Epub 04-Feb-2022. ISSN 1851-9628.  http://dx.doi.org/10.34096/runa.v43i1.10045.

The text seeks to contribute to the debate on what in Latin America is called Intercultural Bilingual Education (IBE), aimed at indigenous communities. We propose to make visible the emblematization of central notions such as language and culture from dichotomous positions present in intercultural educational policies. We focus on projects sustained in bilingualism that mark identities, and on policies that maintain a different ‘other’ as a subject of attention due to their vulnerability, and not as a subject of law. We propose a reflection exercise based on our ethnographic research that include examples referring to the schooling of indigenous children and young people in rural and urban contexts and educational experiences based on community pedagogical models in some regions of Mexico. We develop these arguments from an anthropological perspective that looks at the school as a space of dispute where the State and various social actors interact.

Palabras clave : Intercultural education; Indigenous education; Bilingualism; Culture; Identity.

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