Resumo

SALGADO MEDINA, Rosa María; KEYSER OHRT, Ulrike  e  RUIZ DE LA TORRE, Gabriela. Local knowledge in three curricular proposals for indigenous education. Sinéctica [online]. 2018, n.50. ISSN 2007-7033.  https://doi.org/10.31391/s2007-7033(2018)0050-003.

In this work we explain the relevancy of the local and Indigenous knowledge and its incorporation in the educational processes; both, conditions for the economic, social, political and educational transformation that needs the multi-ethnic reality of Mexico and the establishment of a fairer system. In the dominant education system, other forms of knowledge are being recognized. This has allowed evaluating problems, visualizing obstacles, determining challenges and designing alternatives of teaching action. With this reference, the aim of the article is to analyze three proposals: the Degree in Preschool and Primary Education for the Indigenous Context, curriculum offered by the National Pedagogic University, the Intercultural Inductive Method that has worked with students who graduated from National Pedagogic University and the Educational Program for the Native Peoples of Michoacán, designed and applied by Indigenous teachers based on the knowledge and local practices of the communities. The methodological process included a comparative study of the curricular designs, interviews and discussion group with teachers of the three proposals. The results underline the importance of continuous research and active participation of teachers in the communities for an education based on Indigenous knowledge.

Palavras-chave : indigenous knowledge; indigenous and intercultural education programs; teacher training.

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