La Educación Indígena en las Américas Indigenous Education in

Study Abroad, SIT Jerrold Keilson, Projects in International Development and Training Barbara R. Mintz, Language and Culture Center, SIT Patrick Moran, Department of Language Teacher Education, SIT Marla Solomon, Global Issues and Intercultural Management, SIT P RESIDENT , W ORLD L EARNING James A. Cramer P ROVOST , S CHOOL FOR I NTERNA TIONAL T RAINING Paula A.


Harbecke E DITORIAL S UPPOR T , C OVER D ESIGN , AND L A YOUT Gregg J. Orifici, Creative Services Martha E. Raines, Creative Services Patricia Williams, Creative Services W EBSITE & E LECTRONIC F ORMA T John Levin, Information Technology Center ii E DITORIAL B OARD Copyright © 2003, School for International Training, Brattleboro, Vermont 05302 USA ISSN No.


1530-8332 iii A BOUT T HIS S ERIES The SIT Occasional Papers Series (SIT/OPS) is dedicated to advancing knowledge, skills, and awareness of theory and practice in the areas of intercultural communication, language education, development, training, and service. The Series presents items of interest to educators, trainers, practitioners, researchers, and students. These include essays, articles, reports of research and evaluations, as well as information about World Learning, the School for International Training (SIT), Projects in International Development and Training, and The Experiment in International Living as well as the international federation to which it belongs.


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S CHOOLFOR I NTERNATIONAL T RAINING Kipling Road, Brattleboro, Vermont 05302-0676 USA Telephone (802) 257-7751 Fax (802) 258-3316 Email sitops@sit.edu www.sit.edu iv v SIT Occasional Papers Series Addressing Intercultural Education, Training & Service La Educación Indígena en las Américas Indigenous Education in the Americas (Spanish Edition with English Translations) W ORLD L EARNING S CHOOLFOR I NTERNATIONAL T RAINING T HE E XPERIMENTIN I NTERNATIONAL L IVING P ROJECTSIN I NTERNATIONAL D EVELOPMENTAND T RAINING Issue 4Winter 2003 Í NDICE TABLE OF CONTENTS SOBRE ESTA EDICIÓN ix ABOUT THIS ISSUE RECONOCIMIENTOS xi ACKNOWLEDGMENTS PROYECTO ACCESO A LA EDUCACIÓN BILINGÜE 1 INTERCULTURAL Y LA PRIMERA FERIA HEMISFÉRICA DE EDUCACIÓN INDÍGENA PROJECT ACCESS TO BILINGUAL INTERCULTURAL EDUCATION AND THE FIRST HEMISPHERIC CONFERENCE ON INDIGENOUS EDUCATION Proyecto Acceso a la Educación Bilingüe Intercultural Project Access to Bilingual Intercultural Education3 por Julio Ramírez La Primera Feria Hemisférica de Educación Indígena The First Hemispheric Conference on Indigenous Education 9 por José Ángel Zapeta EL ESTADO DE LA EDUCACIÓN INDÍGENA EN LAS AMÉRICAS THE STATE OF INDIGENOUS EDUCATION IN THE AMERICAS13 vi De la Educación Indígena a la Educación Intercultural: La Experiencia de México From Indigenous Education to Intercultural Education: The Mexican Experience15 por Natalio Hernández La Educación Intercultural Bilingüe de los Pueblos Indígenas en el Perú Bilingual Intercultural Education of the Indigenous Peoples of Peru25 por Juan Carlos Godenzzi Mapudungun: La Lengua de la Tierra Mapudungun: The Language of the Land35 por Constanza Rojas Primus El Movimiento Indígena para el Control Tribal en la Educación Superior de Los Estados Unidos The Indigenous Movement for Tribal Control of Higher Education in the United States41 por Jeffrey Hamley ¿Cómo Transformar una Escuela Asimilante en una Escuela Pertinente?: Un Proyecto Piloto en Chile Transforming an Assimilationist School into One with Relevance: A Pilot Project in Chile51 por María Inés Arratia Políticas de Educación Bilingüe Intercultural: Experiencias Presentadas en la Feria Bilingual Intercultural Education Policies: Experiences Presented at the Conference 65 por Karla Silvestre CULTURA Y CURRÍCULO CULTURE AND CURRICULUM73 Conceptos, Contextos, y Modelos de la Educación Bilingüe Intercultural Concepts, Contexts, and Models for Bilingual Intercultural Education75 por Alvino E. Fantini Participación Comunitaria en la Educación Intercultural Bilingüe del Ecuador Community Participation in Bilingual Intercultural Education in Ecuador85 por Luis Octavio Montaluisa Chasiquiza La Creación de Neologismos: Transformaciones Culturales Creating Neologisms: Cultural Transformations93 por Judith M. Maxwell La Intelectualización de Lenguas Indígenas y su Implicación en la Educación The Intellectualization of Indigenous Languages and Educational Implications103 por Serafín M.


Coronel-Molina Currículo Preescolar desde la Cosmovisión Maya Preschool Curriculum from the Perspective of the Mayan World View117 por Claudio Tzay Retos de un Currículo Propio de los Pueblos Indígenas de Colombia Challenges of a cCurriculum of Our Own d for the Indigenous Peoples of Colombia127 por Rosalba Jiménez La Cultura del Pueblo y la Creación de Currículo en Educación Básica Culture and the Creation of a Curriculum for Basic Education 139 por Elías Pérez Pérez EL FUTURO DE LA EDUCACIÓN DE LOS PUEBLOS INDÍGENAS THE FUTURE OF THE EDUCATION OF INDIGENOUS PEOPLES149 La Revitalización de la Lengua K 9iché Revitalization of the K 9iché Language 151 por Teresa Rand Bridges Un Análisis de Costo-Beneficio de la Educación Bilingüe en Guatemala A Cost-Benefit Analysis of Bilingual Education in Guatemala161 por Eduardo Vélez RESÚMENES DE OTRAS PONENCIAS DE LA FERIA ABSTRACTS OF OTHER PRESENTATIONS AT THE CONFERENCE173 OTROS PUNTOS DE INTERÉS OTHER ITEMS OF INTEREST203 Sobre los Autores About the Authors205 Publicaciones Seleccionadas sobre la Educación Bilingüe Intercultural Selected Publications on Bilingual Intercultural Education211 Sobre World Learning About World Learning221 Publicaciones sobre World Learning Publications about World Learning225 Información Pertinente Relevant Website Information227 Ediciones Issues of the SIT Occasional Papers 228 vii viii S CHOOLFOR I NTERNATIONAL T RAINING Kipling Road, P.O. Box 676, Brattleboro, Vermont 05302-0676 USA Telephone (802) 257-7751 Fax (802) 258-3316 Email sitops@sit.edu www.sit.edu SOBRE ESTA EDICIÓN ABOUT THIS ISSUE World Learning first entered the intercultural field as a nongovernmental organization in the early 1930s under the name The Experiment in International Living (EIL). The Experiment, as it was known for many years, engaged primarily in intercultural educational exchange programs.


By the 1950s, however, EIL initiated its first academic mobility programs in cooperation with various universities at a time when most did not yet conduct their own overseas programs. In the 1960s, the development of an academic unit, the School for International Training (SIT), helped expand the organization 9s education efforts to include students enrolled in various degree-granting programs, further extending World Learning 9s network of institutional affiliates and educational opportunities around the world. In that same decade, World Learning also actively entered the field of international development as a natural evolution of its originally stated purposes based on a vision of world harmony.


Today, World Learning is both an educational institution and an international nongovernmental organization (NGO), unique in its ability to bring together both theory and practice in all areas. Through its Projects in International Development and Training (PIDT) division in Washington, D.C., World Learning conducts projects in six areas of competence: democracy and governance, education, training and exchange, institutional capacity building, societies in transition, and women 9s leadership. In all of these efforts, the focus is on strengthening the capacity of local populations to manage themselves, to design programs that address the needs of their constituencies, to advocate on behalf of their issues and interests, and to ensure sustainability.


In other words, all projects are designed to result in meaningful and durable impact in the development of families, communities, and nations. This issue addresses one such effort, sponsored a PIDT project in Guatemala known as PAEBI (Proyecto Acceso a la Educación Bilingüe Intercultural) or Project Access to Bilingual Intercultural Education. As an important educational dimension of this effort, PAEBI, with funding support from USAID, held a Hemispheric Conference on Indigenous Education in Guatemala City in July 2001.


Over 700 individuals, mostly indigenous educators and practitioners from all over the Americas 4 from Canada to Chile 4 attended this important event to exchange ideas and experiences in hopes of improving bilingual intercultural programs for minority ethnic and linguistic groups in their own countries. ix The articles in this special issue of the SIT Occasional Papers Series 4 the first to be published in a language other than English 4 were chosen to represent the wide array of issues discussed at the Feria Hemisférica. First, Julio Ramírez, PAEBI Project Director, provides some context to the Conference with an overview of the Project itself.


José Ángel Zapeta, Feria Coordinator, follows with an overview of the Conference itself 4 its purposes, plan, and implementation. The articles that follow were adapted from cponencias d or presentations at the Conference and are divided into three sections 4 the State of Indigenous Education in the Americas, Culture and Curriculum, and the Future of Indigenous Peoples. However, to give the reader a more complete idea of the richness of Feria presentations, abstracts of other cponencias d are included in a fourth section.


The fifth and final section, cOther Items of Interest, d provides the reader with various related items. These include information about the authors, selected publications on Bilingual Intercultural Education, information about the parent organization World Learning and its worldwide activities, publications about World Lea