implementacion sector lengua indigena(2012)

Educacin para preservar nuestra diversidad cultural:Desafos de Implementacin del Sector de Lengua Indgena en Chile

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ChileEn nuestro pas conviven distintos pueblos originarios que,

con sus lenguas y culturas, hacen de nuestro pas un territorio pleno de diversidad. La educacin tiene la potencial capacidad de fortalecer la identidad de nuestros pueblos originarios y de revitalizar sus lenguas ancestrales; tambin permite construir vasos comunicantes entre las distintas culturas, que aseguren una convivencia armnica, en la que reine un enfoque intercultural de respeto mutuo. La escuela tiene un rol clave y hay que fortalecerlo.En este sentido, constituye un gran avance para el sistema educacional que la lengua indgena forme parte del curriculum nacional chileno.Educacin para preservar nuestra diversidad cultural: Desafos de Implementacin del Sector de Lengua Indgena en Chile, constituye un anlisis sistemtico de informacin desarrollado por la Universidad Diego Portales a partir de la decisin e impulso del Ministerio de Educacin y UNICEF, que entrega evidencia clara del punto de partida y primeros avances de la implementacin del Sector de Lengua Indgena en las escuelas de Chile, y permite identificar algunos de los principales desafos que debe enfrentar nuestro sistema educativo para profundizar su aporte a la interculturalidad y la preservacin de la diversidad cultural.

21370 tapaextendida.indd 121370 tapaextendida.indd 1 21-12-12 12:5921-12-12 12:59

Educacin para preservar nuestra diversidad cultural:Desafos de Implementacin del Sector de Lengua Indgena en Chile

21370 libro.indd 121370 libro.indd 1 27-12-12 16:3827-12-12 16:38

EDUCACIN PARA PRESERVAR NUESTRA DIVERSIDAD CULTURAL: DESAFOS DE IMPLEMENTACIN DEL SECTOR DE LENGUA INDGENA EN CHILE

Programa Educacin Intercultural Bilinge Registro de Propiedad Intelectual N 223758

Ministerio de Educacin, Repblica de ChileAlameda 1371, Santiagowww.mineduc.cl / www.peib.cl

Fondo de las Naciones Unidas para la Infancia, UNICEFwww.unicef.cl

Primera Edicin, Diciembre de 2012

Responsable de la InvestigacinCentro de Polticas Comparadas de Educacin (CPCE)Universidad Diego PortalesErnesto TrevioFrancisca DonosoElisa AguirrePablo FraserFelipe GodoyDavid InostrozaBrbara ChvezKatherine PlacePaula TapiaPaula Castro

Responsables del ProyectoRodrigo Carvajal AceitunoPrograma Educacin Intercultural Bilinge (PEIB) Ministerio de EducacinDaniel ContrerasFondo de las Naciones Unidas para la Infancia, UNICEF

ImpresinEditora e Imprenta Maval Ltda.


Presentacin

En el marco del convenio de colaboracin entre el Programa de Educacin Intercultural Bilinge (PEIB) del Ministerio de Educacin y UNICEF-CHILE, se planifi c la realizacin de una primera evalua-cin que sirviera como Lnea Base en la implementacin del Sector de Lengua Indgena, nueva asig-natura dentro del curriculum nacional. El estudio lo asumi de manera muy responsable y con gran dedicacin el Centro de Pol cas Comparadas de Educacin (CPCE) de la Universidad Diego Portales. Si bien, el PEIB desde el 1996 ha desarrollado estrategias de educacin intercultural de manera focalizada en un conjunto de escuelas del pas, la implementacin de esta nueva asignatura, que comienza de manera incipiente el ao 2010, ha implicado un gran desa o ya que la lengua y la cultura indgena entra de manera formal al aula en igualdad de condiciones respecto a otras reas del conocimiento.

La formalizacin de este nuevo sector de aprendizajes, se sustenta legalmente en el Decreto 280 del 22 de sep embre 2009 emanado del Ministerio de Educacin, el cual establece que todos los establecimientos del sistema educa vo chileno pueden incorporar dentro de su plan de est udios esta nueva asignatura. Este documento legal establece tambin que todos los establecimientos con ms de un 20% de matrcula iden fi cada como perteneciente a algn pueblo originario, deben im-plementar de manera obligatoria esta nueva asignatura.

Uno de los desa os en la implementacin de esta pol ca curricular, implica situar a quienes poseen el conocimiento de la lengua y cultura ancestral en un lugar prioritario en este proceso. Los agentes educa vos que entran a formar parte de los procesos de las escuelas que implementan el Sector de Lengua Indgena, son los llamados Educadores Tradicionales Indgenas, quienes han sido validados por sus comunidades y/o organizaciones para que puedan transmi r los conocimientos culturales y lings cos. En la mayora de los casos, los Educadores Tradicionales y los profesores de aula se han cons tuido como dupla pedaggica, lo cual cons tuye un avance hacia una verdadera educacin intercultural.

El contenido de este libro es de gran importancia, ya que evala esta nueva estrategia conside-rando a la escuela en su conjunto, y la repercusin que ha tenido en actores relevantes dentro de las escuelas. El aporte sustan vo e innovador del anlisis realizado es la u lizacin de un modelo que considera el contexto, los insumos, procesos y productos relevantes para la pol ca educa va intercultural implementada. Un subconjunto de las escuelas evaluadas son escuelas que han estado trabajando por varios aos en estrategias interculturales en un formato diferente al que se pretende en esta nueva fase, por lo cual, es de gran relevancia analizar y aprender de esta suerte de transi-cin experimentada en estas escuelas, as como los aprendizajes para escuelas que se acercan por primera vez a los conocimientos indgenas que con ene esta nueva asignatura.

No cabe duda que el presente estudio es un gran aporte que nos permite adentrarnos en los proce-sos de las escuelas analizadas, y por ende, es de gran relevancia ya que sus aportes nos cimienta n el camino que nos permite transitar hacia una sociedad que reconozca y valore la diversidad cultural que se plasma en la convivencia que tenemos co dianamente con nuestros pueblos originarios.

Coordinacin Nacional Programa de Educacin Intercultural Bilinge-Ministerio Educacin .


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