Escolaridad generalizada: ¿inclusión social o pérdida de la identidad cultural?
Indigenous-Colombian people have moved from the religious tutelage, intended to "civilize" them, to acquire the right to be schooled by the principle of ethno-education. This encouraging liberal change allowed the recovery of ancestral knowledge with which to shape new generations. The Gua...
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| Format: | Article |
| Language: | English |
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Universidad de los Andes
2011-08-01
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| Series: | Revista de Estudios Sociales |
| Subjects: | |
| Online Access: | http://res.uniandes.edu.co/view.php/713/index.php?id=713 |
| _version_ | 1811314833118724096 |
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| author | María Cristina Tenorio |
| author_facet | María Cristina Tenorio |
| author_sort | María Cristina Tenorio |
| collection | DOAJ |
| description | Indigenous-Colombian people have moved from the religious tutelage, intended to "civilize" them, to acquire the right to be schooled by the principle of ethno-education. This encouraging liberal change allowed the recovery of ancestral knowledge with which to shape new generations. The Guambiano people decided to educate their youth through a combination of indigenous and western knowledge. Primary schools became common and they also developed a high school program; now all children attend state institutions from the age of two. For the last ten years graduates from the Guambiano agricultural high school have been attending the Universidad del Valle. Due to the low performance and high dropout rate among indigenous students of different ethnic groups, in 2005 we initiated various support programs, such as the University and Cultures project. The realization that their poor performance was rooted in problems of poor schooling, rather than a cultural clash as we had initially expected, led us investigate how schooling was conducted in two indigenous reserves. Cultural psychology prompted us to explore the political and educational context that gave birth to the new institutions in which these youngsters are being educated. It also encouraged us to investigate the impact of the introduction, through technological media, of cultural models that promote values and behavior in opposition to their ancestral culture. We discuss whether or not schooling in Guambia promotes cultural continuity. |
| first_indexed | 2024-04-13T11:19:27Z |
| format | Article |
| id | doaj.art-0bcb8edb70074a1c8ece6da345dc2af8 |
| institution | Directory Open Access Journal |
| issn | 0123-885X 1900-5180 |
| language | English |
| last_indexed | 2024-04-13T11:19:27Z |
| publishDate | 2011-08-01 |
| publisher | Universidad de los Andes |
| record_format | Article |
| series | Revista de Estudios Sociales |
| spelling | doaj.art-0bcb8edb70074a1c8ece6da345dc2af82022-12-22T02:48:51ZengUniversidad de los AndesRevista de Estudios Sociales0123-885X1900-51802011-08-01405771Escolaridad generalizada: ¿inclusión social o pérdida de la identidad cultural?María Cristina TenorioIndigenous-Colombian people have moved from the religious tutelage, intended to "civilize" them, to acquire the right to be schooled by the principle of ethno-education. This encouraging liberal change allowed the recovery of ancestral knowledge with which to shape new generations. The Guambiano people decided to educate their youth through a combination of indigenous and western knowledge. Primary schools became common and they also developed a high school program; now all children attend state institutions from the age of two. For the last ten years graduates from the Guambiano agricultural high school have been attending the Universidad del Valle. Due to the low performance and high dropout rate among indigenous students of different ethnic groups, in 2005 we initiated various support programs, such as the University and Cultures project. The realization that their poor performance was rooted in problems of poor schooling, rather than a cultural clash as we had initially expected, led us investigate how schooling was conducted in two indigenous reserves. Cultural psychology prompted us to explore the political and educational context that gave birth to the new institutions in which these youngsters are being educated. It also encouraged us to investigate the impact of the introduction, through technological media, of cultural models that promote values and behavior in opposition to their ancestral culture. We discuss whether or not schooling in Guambia promotes cultural continuity.http://res.uniandes.edu.co/view.php/713/index.php?id=713Cultural ChangeCultural IdentityCultural Models. |
| spellingShingle | María Cristina Tenorio Escolaridad generalizada: ¿inclusión social o pérdida de la identidad cultural? Revista de Estudios Sociales Cultural Change Cultural Identity Cultural Models. |
| title | Escolaridad generalizada: ¿inclusión social o pérdida de la identidad cultural? |
| title_full | Escolaridad generalizada: ¿inclusión social o pérdida de la identidad cultural? |
| title_fullStr | Escolaridad generalizada: ¿inclusión social o pérdida de la identidad cultural? |
| title_full_unstemmed | Escolaridad generalizada: ¿inclusión social o pérdida de la identidad cultural? |
| title_short | Escolaridad generalizada: ¿inclusión social o pérdida de la identidad cultural? |
| title_sort | escolaridad generalizada inclusion social o perdida de la identidad cultural |
| topic | Cultural Change Cultural Identity Cultural Models. |
| url | http://res.uniandes.edu.co/view.php/713/index.php?id=713 |
| work_keys_str_mv | AT mariacristinatenorio escolaridadgeneralizadainclusionsocialoperdidadelaidentidadcultural |