Native peoples and autonomic strategies in education in Mexico nowadays.

• In Event: Intercultural education - experiences on teaching and learning

Abstract

What is the impact on the different projects of native peoples in Mexico in terms of the teaching-learning process? This paper presents new research results on the social anthropology of education that enables an analysis of the policies and practices of autonomous management at schools. The proposal here is a conceptualization of social strategies as an embedded construction in scenarios and the collective imaginary, which transforms the field of education in detail. With emphasis on space and time of the indigenous practices in terms of education policy at local, regional, national and international levels, we started from the study of the emergency of the guidelines production and evaluation parameters of the intercultural alternative models, according to the definition of autonomy levels regarding politics, administrative, and technical pedagogical aspects. How do the native peoples innovate in terms of generation of educational projects based on the regional development of their policy priorities? From different ethnographic case studies in Mexico, we have reflected on how far the collective strategies of actors involved in social movements have an impact on the definition of particular parameters and indicators, as well as the ones adapted to the specific features inherent to the interculturality and education processes.
Some ethno territorial contexts of Chiapas, Oaxaca, Guerrero, Puebla and Michoacán are put into perspective here, and they are analyzed from a multi-site and multi-scale view, especially in terms of scopes and limits of the appropriation of education management related to innovative and contemporary practices.
Key words: intercultural education, Maya and Nahua peoples, and indigenous autonomy.

Author

• Bruno J Baronnet, Universidad Veracruzana