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Relaciones. Estudios de historia y sociedad

versión On-line ISSN 2448-7554versión impresa ISSN 0185-3929


VILLAGOMEZ VELAZQUEZ, Yanga  y  NUNO GUTIERREZ, María Rosa. Indigenous Education in Mexico and Canada: Strategies of Social Integration, Ethnocentrism and Indigenous Rights. Relac. Estud. hist. soc. [online]. 2009, vol.30, n.120, pp.181-224. ISSN 2448-7554.

Education for autochthonous peoples has been linked to one particularly important issue: the constitution of nation-states and the idea of citizenship that all countries have implemented in their struggle to consolidate those populations around a common political, economic and social project. However, the ethnic-cultural origins of the people who currently inhabit the territories colonized by Europeans reflect dissimilar backgrounds, while in its strivings to standardize the nation the State has applied educational plans based on models that have run the gamut from assimilation to a rhetorical recognition of cultural and linguistic differentiation; the topic examined in this text. Our central question can be formulated as an inquiry into how countries as different as Canada -more concretely, the province of Quebec- and Michoacán, Mexico, confront the cultural challenge of proposing educational models for autochthonous peoples, with an analysis of the problems associated with certain aspects of those programs, such as financing education, professionalizing teachers and the pertinence of State-administered programs, all of this in a context in which the objectives, in principle, obey a model of intercultural, bilingual education.

Palabras llave : Algonquins; purépechas; indigenous education.

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