Educación indígena en el Perú: reflexiones desde la interculturalidad
Fecha
2025
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Editor
Universidad de Manizales; Fundación Centro Internacional de Educación y Desarrollo Humano (CINDE)
Referencia bibliográfica
Resumen
La educación indígena en el Perú, históricamente, ha sido marginada por modelos pedagógicos homogeneizantes que niegan la coexistencia de aquella diversidad a nivel cultural y lingüística en el país. Desde un enfoque intercultural, esta reflexión analiza los progresos y desafíos en la consumación de una educación que revalorice los saberes ancestrales, la lengua del contexto, la cosmovisión y/o esas formas de percibir el mundo desde la comunidad indígena u originaria.
Se destaca el papel de la Educación Intercultural Bilingüe (EIB) como una política fundamental para abordar la problemática, a menudo se ha quedado corta en su alcance, limitándose a la traducción de contenidos en vez de integrar la cosmovisión andina, falta de docentes bilingües, escasez de recursos educativos e inestabilidad política para abordar las causas de exclusión. Se plantea la necesidad de un diálogo genuino entre conocimiento indígena y académico, superando visiones jerárquicas del saber. Por lo tanto, la educación intercultural no es simplemente una demanda en búsqueda de justicia social, sino una oportunidad de enriquecimiento al sistema educativo desde un enfoque de inclusión.
Indigenous education in Peru has historically been marginalized by homogenizing pedagogical models that deny the coexistence of cultural and linguistic diversity in the country. From an intercultural perspective, this reflection analyzes the progress and challenges in achieving an education that revalues ancestral knowledge, the language of the context, the worldview, and/or those ways of perceiving the world from the indigenous or native community. It highlights the role of Intercultural Bilingual Education (IBE) as a fundamental policy for addressing the problem, which has often fallen short in its scope, limiting itself to the translation of content rather than integrating the Andean worldview, a lack of bilingual teachers, a shortage of educational resources, and political instability to address the causes of exclusion. The need for genuine dialogue between indigenous and academic knowledge is proposed, overcoming hierarchical views of knowledge. Therefore, intercultural education is not simply a demand for social justice, but an opportunity to enrich the education system from an inclusive approach.
Indigenous education in Peru has historically been marginalized by homogenizing pedagogical models that deny the coexistence of cultural and linguistic diversity in the country. From an intercultural perspective, this reflection analyzes the progress and challenges in achieving an education that revalues ancestral knowledge, the language of the context, the worldview, and/or those ways of perceiving the world from the indigenous or native community. It highlights the role of Intercultural Bilingual Education (IBE) as a fundamental policy for addressing the problem, which has often fallen short in its scope, limiting itself to the translation of content rather than integrating the Andean worldview, a lack of bilingual teachers, a shortage of educational resources, and political instability to address the causes of exclusion. The need for genuine dialogue between indigenous and academic knowledge is proposed, overcoming hierarchical views of knowledge. Therefore, intercultural education is not simply a demand for social justice, but an opportunity to enrich the education system from an inclusive approach.
Descripción
Palabras clave
Educación Indígena, Interculturalidad, Educación Intercultural Bilingüe, Diversidad Cultural, Saberes Ancestrales, Políticas Educativas
