La Educación Intercultural Bilingüe en localidad de la Esperanza, provincia de Jujuy, Argentina. Un estudio de caso sobre su impacto en el rol docente
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Universidad Nacional de Jujuy. Facultad de Humanidades y Ciencias Sociales.
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El presente artículo consiste en un estudio exploratorio abocado a la
Educación Intercultural Bilingüe (EIB) en localidad de la Esperanza, provincia de
Jujuy, región multicultural, multiétnica y plurilingüe en el noroeste argentino. El
objetivo general de la investigación fue analizar cómo impacta esta modalidad
en el rol docente. Los específi cos fueron: analizar cómo repercute una sociedad
multicultural en la formación y práctica docente; describir cómo articulan la docente
común y la idónea (la docente nativa) la visión sobre el acto educativo; relevar
qué contenidos de la cultura guaraní se transmiten conjuntamente con la lengua;
y describir cómo se desarrolla la enseñanza de la lengua guaraní.
Para cumplimentarlos se implementa un estudio instrumental de caso
centrado en la Escuela Nº 230 “Antártida Argentina” del Lote San Antonio,
aplicando técnicas cualitativas como la entrevista semiestructurada, la observación
y el análisis de documentos.
Los resultados del trabajo de campo arrojan desconcierto en los distintos
estamentos entrevistados sobre cómo desarrollar su labor a partir de la
implementación de la EIB, aunque la opinión es más optimista desde la supervisión
ministerial. Las difi cultades aducen a falta de capacitación docente, insufi ciente
comunicación entre los miembros del establecimiento, incipiente acción coordinada
entre la maestra idónea y las comunes y desencuentros en la forma de asumir el
rol docente respecto al lugar asignado a la escritura y la planifi cación.
Las conclusiones apuntan a las tensiones en la identidad cultural y
profesional docente y entre la identidad profesional del docente y a la identidad
étnica de los estudiantes.
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 specifi c 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 fi eldwork 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 diffi culties suggest a lack of training, insuffi cient communication among the members of the school, incipient coordinated action between the profi cient 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.
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 specifi c 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 fi eldwork 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 diffi culties suggest a lack of training, insuffi cient communication among the members of the school, incipient coordinated action between the profi cient 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.