Thesis advisor: Hiroshi Nakazato / In Latin America, Indigenous peoples still exhibit markedly lower qualities of life compared to their nonindigenous peers. One of the most direct ways to change this cycle is through reforms to existing and implementation of new systems of education, such as intercultural bilingual education (EIB), to reflect a greater understanding of and sensitivity to Indigenous linguistic and cultural needs. Through an exploration of EIB in Peru, Bolivia, and Guatemala countries, this study determines some of the primary conditions necessary for EIB’s success to be: national and regional stability; governmental support in both legal and fiscal terms; funding and resources; community support and participation; and system design, program adaptation, and flexibility. If these prerequisites are met, EIB can be an effective way to provide an education to Latin America’s Indigenous peoples in such a way that it is adequate according to local, national, and international standards while simultaneously fulfilling the Indigenous groups’ articulated desire and need for an educational system that appropriately respects, preserves, and fosters the distinct languages and cultures existing within a multicultural state. / Thesis (BA) — Boston College, 2012. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: College Honors Program. / Discipline: International Studies Honors Program. / Discipline: International Studies.

Bolivia and Guatemala experienced a process of education reform in late 90's. Even though both countries had great international support to eliminate inequalities, especially among indigenous peoples, the domestic political contexts determined to what extent such changes were possible to make. In Bolivia the process started in 1994 with the signing of the Reform Law of Education, and in Guatemala in 1996 with the signing of the Peace Agreements. After more than two decades Bolivia and Guatemala present very different outcomes derived from their respective education reforms. This study is a comparison of them, an attempt to unveil the reasons why Bolivia has moved forward in terms of diversity, indigenous languages, and inclusion while Guatemala has apparently nullified the education reform process and remains in authoritarianism. / text

Este trabajo propone un análisis de los programas de Educación Intercultural Bilingüe (EIB) en Chile para la comunidad mapuche. A través de la historia de Chile, las relaciones entre las comunidades originarias y el Estado han sido desiguales—sesgando instituciones, sistemas de poder y estructuras sociales a favor de la cultura dominante. Al responder a estas injusticias, durante de los 1990s hasta hoy en día, la cuestión de lo indígena se ha convertido en un tema importante dentro el contexto sociopolítico de Chile, especialmente en torno al sistema escolar. Esta tesis discute el valor de la EIB para los pueblos indígenas y la sociedad dominante, proponiendo su poder en romper sistemas de opresión, los cuales todavía enfrentan las comunidades originarias del país. El trabajo lleva a cabo un análisis de los éxitos y fracasos de estos programas actuales establecidos bajo la Ley Indígena (1993), ofreciendo percepciones y explicaciones de su fracaso y recomendaciones para su mejora.

Children of the Amazon. A cooperative work experience to improve the quality of early childhood education in the Amazon of PerúThis article describes and analyzes the experience of three years of implementation of the Amazon Children Project, which promoted the formation and strengthening of a social platform, formed by allies who energized the actions of the project.This collective effort had as main objective to contribute in the development and learning for children from 3 to 8 years, who live in Ashaninka´s communities in the central jungle from the improvement in the quality of education, facilitatingthe process of transition between educational levels. / La presente comunicación describe y analiza la experiencia de tres años de ejecución del Proyecto Niños de la Amazonía, la misma que tuvo como eje transversalla conformación y fortalecimiento de una plataforma social conformada por aliados que dinamizaron las acciones del proyecto. Este esfuerzo colectivo tuvo comoobjetivo principal contribuir en el desarrollo y aprendizaje de los niños y las niñas de 3 a 8 años de comunidades asháninkas de la selva central a partir de la mejora en la calidad educativa, facilitando los procesos de transición entre niveles educativos

Moving between two worlds: integrating interculturality in bilingual educationprograms in Cusco, PeruMany indigenous children in Peru are disadvantaged from birth, a situation which is exacerbated by the many deficiencies in the provision of educational services to rural communities. The Ministry of Education and non-governmental organizations are working together with teachers and community members to implement programs whose goal is a truly intercultural bilingual education. This study presents theresults of a research project which compared two rural schools: one follows the state curriculum; the other, more promisingly, works at the community level with the aim of preparing the children to move with confidence between the two worlds which make up the Peru of today. The study shows promising results in the experimental school in the use both of Spanish and of Quechua by the students. / Muchos niños indígenas del Perú viven en desventaja desde su nacimiento, con notables insuficiencias en la provisión de servicios de educación para las comunidades rurales. El Ministerio de Educación y grupos no gubernamentales están trabajando con maestros y miembros de comunidades rurales para implementarprogramas que se aproximan más a la visión de una educación intercultural y bilingüe. Este trabajo presenta los resultados de un proyecto de investigación que comparó dos escuelas rurales: una sigue el programa educativo estatal; la otra, más prometedora, funciona en el nivel comunitario con la meta de preparar a los niños y niñas a movilizarse con confianza entre los dos mundos que forman el Perú de hoy. El estudio muestra resultados prometedores en la escuela experimental, tanto en el manejo del castellano como del quechua de los estudiantes.

Desde el año 2001, integrantes del pueblo originario shipibo-conibo —grupo étnico de la Amazonía peruana— se establecieron en el mercado público de Cantagallo en el distrito del Rímac, Lima-Perú. Desde su llegada, a lo largo de diferentes etapas, los shipibos se han establecido y desarrollado en este espacio y han intentado mantener su cultura, costumbres y tradiciones junto con su lengua de origen. Sin embargo, no se sabe en qué medida los jóvenes han mantenido su cultura y su lengua originarias. Por ello, se explorarán las percepciones de los adolescentes de la comunidad shipibo-conibo de Cantagallo respecto a su idioma, pues son los herederos de dichas tradiciones, costumbres, modo de vida y cultura que mantienen en esta ciudad. El método que se utilizó para la presente investigación fue cualitativo por lo que se realizaron entrevistas estructuradas. Los resultados muestran que los adolescentes utilizan la lengua shipibo-conibo con su familia y amigos dentro de la comunidad; sin embargo, factores como la discriminación, desinterés, vergüenza, entre otros representan una amenaza para la vitalidad de la lengua shipibo-conibo. / Since 2001, members of the shipibo-conibo indigenous people —an ethnic group originally from the Peruvian Amazon— settled in the public market of Cantagallo in the district of Rimac, Lima-Peru. Since their arrival through many years, they have settled and developed in this location, trying to maintain their culture, customs and traditions along with their native language. However, it is unknown how young people have maintained their native culture and language. As a result, we explore the perceptions of the adolescents of the shipibo-conibo community of Cantagallo regarding their language, since they are heirs of those traditions, customs, lifestyle and culture that they maintain in this city. The method used for the present research was qualitative, so in-depth interviews were conducted. The results showed that adolescents use the shipibo-conibo language to communicate with their relatives and friends of the community. However, factors such as discrimination, disinterest, embarrassment, among others, represent a threat for the preservation of the shipibo-conibo language. / Trabajo de suficiencia profesional

Linguistic barriers in education?: the influence of the language in school desertionThe present work has as its objective to evaluate the effect of having a native language different than Spanish over the probability of abandoning basic schooling. For that purpose a proportional risk duration model (Cox) and an accelerated fail time model are used, using information from 2008 and 2009 ENAHO, as well as 2007 Censo Escolar. In both models we find a positive effect over the probability of leaving primary studies when having Quechua as a native language.  The results, for the case of the Quechua speakers, can show part of the effectiveness of the intercultural and bilingual education program (programa de Educación Intercultural Bilingüe or EIB in Spanish) for the reduction of inequality in the process of human capital accumulation / El presente trabajo tiene como objetivo evaluar el efecto de contar con una lengua materna distinta del castellano sobre la probabilidad de abandonar los estudios básicos en el Perú (en el nivel de primaria o secundaria). Para ello se emplea un modelo de duración de riesgo proporcional (Cox) y un modelo de tiempo de falla acelerado, utilizando información de la ENAHO 2008 y 2009, así como del Censo Escolar 2008. En ambos modelos se encuentra un efecto positivo sobre la probabilidad de abandonar los estudios durante la primaria cuando se tiene al quechua como lengua materna. Los resultados encontrados, para el caso de la población quechua, echan luces sobre la efectividad del programa de educación intercultural bilingüe (EIB) para la reducción de brechas en la acumulación de capital humano.

Made available in DSpace on 2017-07-10T18:56:35Z (GMT). No. of bitstreams: 1 Olga.pdf: 1437596 bytes, checksum: 1bbe8f0875b3d970103b7d9c512708c0 (MD5) Previous issue date: 2012-03-09 / ABSTRACT: PEIBF, created in 2005 as an action between Brazil and Argentina, proposes the gradual transformation of schools located at the border into bilingual intercultural institutions, to offer their students an education based on a new frontier concept, linked to regional integration, knowledge and respect for the culture of the neighboring country. This paper aims to show the process chosen by the Intercultural Bilingual School Project (PEIBF), as well as their teaching methods, highlighting the need of new language policies due to the multilingualism and multiculturalism typical of the border region, taking into account its influence on the construction of the identity of its inhabitants. The bilingual education that I support has the aim of providing intercultural contextualization, that is, to instruct the children through the L1 and L2 to ensure equal conditions and reach the common basic knowledge, promoting individual identity, respect, recognition of group differences which are part of national mosaics, as well as the unity that is necessary to make each country a singular nation. Since PEIBF is a means that provides many possibilities for this educational concept to take place, I intended to answer the following questions: which are the socio-cultural and linguistic characteristics of the three border region Brazil-Paraguay-Argentina, how the pedagogical process at Bordering Bilingual Schools occurs, and what are the concepts of language, bilingualism, interculture and identity which are the basis of pedagogical practices at PEIBF. This research is a qualitative, ethnographic study case, and is based on theoretical and methodological assumptions of Applied Linguistics (LA). It is developed based on the concept of language, culture and identity as something multiple, dynamic, hybrid and at a constant change. (SANTOS and CAVALCANTI, HALL, 2005; DAMKE, 1992, 2009; RAJAGOPALAN, 1998); Bi/multilingualism is seen as the ability to make use of more than one language (MAHER, 2007; CAVALCANTI, 1999; SANTOS, 2004; MOITA LOPES, SAVEDRA, 2009; DAMKE, 1992, 2009; VON BORSTEL, 1999, among others) and appropriate language policies to the socio-educational context (CALVET, 2007; OLIVEIRA, 2009, 2003; HAMEL, 1999; SAVEDRA, 2003). Thus, I hope this work contributes to the creation of new schools at PEIBF and can also provide support, so that an educational policy which takes into account multilingualism and cultural characteristics of the border regions may be thought later on. / O PEIBF criado em 2005 por uma ação bilateral Brasil-Argentina, propõe a progressiva transformação das escolas de fronteira em instituições interculturais bilíngues que ofereçam aos seus alunos uma formação com base num novo conceito de fronteira, ligado à integração regional e ao conhecimento e respeito pela cultura do país vizinho. Este trabalho visa mostrar o processo trilhado pelo Projeto Escola Intercultural Bilíngue de Fronteira (PEIBF) e suas práticas pedagógicas, apontando a necessidade de novas políticas linguísticas em virtude do plurilinguismo e pluriculturalismo existentes na região de fronteira, tendo em vista sua influência na construção identitária dos seus habitantes. A educação bilíngue que defendo tem como objetivo a contextualização intercultural, ou seja, instruir as crianças por meio da L1 e a L2 para garantir igualdade de condições de chegar aos saberes básicos comuns, promovendo a identidade individual, o respeito, o reconhecimento das diferenças dos grupos étnicos que compõem os mosaicos nacionais, assim como a unidade necessária para fazer de cada um dos países uma nação. Sendo o PEIBF um meio com muitas possibilidades para que essa educação se concretize, busquei responder quais as características sócio-culturais e linguísticas da região de fronteira Brasil-Paraguai-Argentina, como se processam as práticas pedagógicas das escolas bilíngues de fronteira e quais conceitos de linguagem, bilinguismo, interculturalidade e identidade estão subjacentes às práticas pedagógicas do PEIBF. Esta pesquisa se caracteriza como qualitativa, etnográfica, com estudo de caso e se apóia nos pressupostos teórico-metodológicos da Linguística Aplicada (LA). Desenvolve-se tomando como base o conceito de linguagem, cultura e identidade como múltiplas, dinâmicas, híbridas e em constante transformação (SANTOS e CAVALCANTI, HALL, 2005; DAMKE, 1992, 2009; RAJAGOPALAN, 1998); de bi/multi/plurilinguismo como a capacidade de fazer uso de mais de uma língua (MAHER, 2007; CAVALCANTI, 1999; SANTOS, 2004; MOITA LOPES, SAVEDRA, 2009; DAMKE, 1992, 2009; VON BORSTEL, 1999, entre outros) e de políticas linguísticas adequadas ao contexto sócio-educacional. (CALVET, 2007; OLIVEIRA, 2009, 2003; HAMEL, 1999; SAVEDRA, 2003). Com isso, espero que este trabalho contribua com a inserção de novas escolas no PEIBF e que também possa fornecer subsídios para que, posteriormente, seja pensada uma política de ensino que leve em consideração a pluralidade linguística e cultural, características da região de fronteira.

El presente estudio cualitativo tiene como finalidad identificar posibles perspectivas de investigación sobre la base de los conceptos de las creencias y de atribuciones causales en el marco de la educación intercultural bilingüe [EIB] en el Perú. Es por ello que, para plantear esas posibilidades de indagación, se ha efectuado una revisión bibliográfica de documentos que abordan la implementación y desarrollo de la EIB en América Latina, en el Perú y, en particular, en la región Loreto. A partir de ello, en el presente documento, se plantea una descripción de este proceso educativo. Además, se definen los constructos de creencias y atribuciones causales, y se reportan hallazgos de otras investigaciones que utilizan estos conceptos en contextos con algún nivel de similaridad al de la EIB. También se presenta lo encontrado en otros trabajos que han indagado las percepciones y factores que influyen la implementación y desarrollo pertinente de la EIB en los pueblos originarios. A partir de lo anterior, se proponen las siguientes posibilidades de investigación: creencias y atribuciones causales de padres y madres de familia de pueblos originarios pertenecientes a escuelas EIB, creencias docentes sobre la implementación de la EIB, factores a los que atribuyen los actores educativos el éxito o fracaso de la experiencia educativa EIB y actitudes de los actores educativos frente al servicio de la EIB en todos los niveles de educación. Asimismo, se puede abordar el tema acerca de las percepciones de los padres y madres de familia en relación con el perfil docente EIB. / The purpose of this qualitative study is to identify possible research perspectives based on the concepts of beliefs and causal attributions in the framework of intercultural bilingual education [EIB] in Peru. That is why, to raise these possibilities of inquiry, a bibliographic review of documents that address the implementation and development of IBE in Latin America, Peru and, in particular, in the Loreto region has been carried out. Based on this, this document presents a description of this educational process. Furthermore, the constructs of beliefs and causal attributions are defined, and the findings of other investigations that use these concepts in contexts with some level of similarity to that of IBD are reported. It also presents what was found in other studies that have investigated the perceptions and factors that influence the implementation and pertinent development of EIB in indigenous peoples. Based on the above, in this document, the following research possibilities are proposed: beliefs and causal attributions of parents of indigenous peoples belonging to IBE schools, teaching beliefs about IBE implementation, factors to which educational actors attribute the success or failure of the IBE educational experience and attitudes of educational actors towards the IBE service at all levels of education. Likewise, the issue about the perceptions of fathers and mothers in relation to the EIB teaching profile can be addressed. / Trabajo de investigación

In this study, the perceptions of 42 teachers—from the Stann Creek District, Belize—regarding the implementation and use of Intercultural Bilingual Education (IBE) as a language preservation tool in their schools were examined. Intercultural Bilingual Education (IBE) is a teaching method that aims at promoting the preservation of indigenous languages by integrating an indigenous language and culture into the academic curriculum, such that students can develop a better appreciation of their history and traditional practices. To examine the perspectives of teachers regarding IBE, Q Methodology was used to examine the research question: What is the range of perspectives teachers hold regarding IBE as a language preservation tool? From participant interviews and responses to an open-ended prompt centered on the research questions, the researcher developed a 40-item Q sample comprising statements that represented distinct perspectives on the use of IBE as a language preservation tool. Forty-two participants then sorted these 40 statements within a forced distribution grid that ranged from “most like my perspective” (+4) to “least like my perspective” (-4). These 42 Q sorts were then correlated; the correlations were then analyzed and rotated using PQ method software. Four factors were extracted from this process and they were converted to factor arrays resembling the same initial forced distribution grid. Based on an interpretation of the holistic configuration of these factor arrays and descriptive comments from participants concerning their sorts, these factors were named as: Strongly Supported IBE (Factor 1), Strongly Opposed but Conflicted about IBE (Factor 2), Cautiously Optimistic about IBE (Factor 3), and Supported IBE for Intergenerational Language Transfer (Factor 4). Implications from this study for administrators of similar programs include the importance of understanding teacher beliefs regarding their preparedness to deliver an IBE curriculum as well as their perceptions regarding the usefulness of such an approach, particularly given the additional instructional time needed to deliver it.