¿Son posibles otras educaciones para indígenas dentro del sistema escolar tradicional? Análisis de un caso en el nordeste argentino*

This article presents an analysis of the current process of demand for autonomy by the qom,wichí and moqoit organizations in the province of Chaco in northwestern Argentina. These organizations aspire to manage the state schools attended by their members and thus be free to build their own proposals on education. The paper begins with a brief presentation of the ethnic-political scenario in order to contextualize the process from a historical and regional perspective. This is followed by an account of the deliberations that culminated in the normative sanction governing the autonomy sought, the demands of the indigenous participants, the meanings of the legislation, divergences,oppositions, achievements and limits of the process. Then, the conflictive field where the State and indigenous people express internal disagreements instead of appearing as homogenous, confronted blocks is problematized. Finally, the paper addresses the challenges, possibilities and conditions of autonomy born from below to be recognized by the State and to develop within official schooling. To perform the analysis, we worked with provincial regulations, bills, local newspapers, field records, and interviews with ministry officials and indigenous teachers involved.

• Autores: Artieda, Teresa Laura; Barboza, Tatiana Sabrina
• Tipo de recurso: Article of journal
• Fecha de publicación: 2016
• Institución: Universidad Pedagógica Nacional
• Repositorio: Repositorio Institucional UPN
• Idioma: spa
• OAI Identifier: oai:repository.pedagogica.edu.co:20.500.12209/4828
• Acceso en línea: https://revistas.pedagogica.edu.co/index.php/NYN/article/view/6697; http://hdl.handle.net/20.500.12209/4828
• Palabra clave: Autonomía indígena; Escolarización; Tensiones; Logros; Législación; Derechos
• Rights: openAccess
• License: https://creativecommons.org/licenses/by-nc/4.0