La Educación Intercultural Bilingüe y su desarrollo en comunidades indígenas del estado Bolívar

• DOI: https://doi.org/10.22533/at.ed.23324150711

• Palavras-chave: Educación intercultural bilingüe, educación formal, pueblos y comunidades indígenas, diseño curricular.

• Keywords: intercultural bilingual education, formal education, indigenous peoples and communities, curriculum design.

• Abstract: Bilingual intercultural education is part of formal education in the Venezuelan educational system; it recognizes the ethnic, linguistic and cultural diversity of each native people. The official curriculum is general and does not offer distinctions in its application. In the face of official homogenization, some communities establish ethnic calendars that incorporate their own customs, traditions, values, myths and beliefs, in addition to learning the language at home. The purpose of this research was to understand the development of intercultural bilingual education in 10 indigenous communities in the state of Bolivar. The methodological approach was based on the interpretative paradigm with the application of the hermeneutic tradition. Interviews were conducted with teachers and conversations were held in 10 indigenous schools, belonging to the Pemón and Warao ethnic groups. A script of questions was applied to guide the conversation with a view to the achievement of the purpose set. Among the results obtained, it is specified that in all the communities, initial and primary education is offered, and in four of them secondary education; they do not have didactic material in their language and the little they use is produced by children and teachers. Most of them do not receive follow-up visits and do not participate in training and updating programs; there is concern in the communities about the use of bilingualism in the schools. As a result of the above, intercultural bilingual education, despite the constitutional and legal guarantees for its implementation, shows weaknesses in its implementation, so it is necessary that the design of education be defined with cultural relevance.