Culturas de Responsabilização em Educação Infantil no México

Tapia, Aldo Anzures

doi:10.1590/2175-623699893

Educ. Real.

2020

DOI: 10.1590/2175-623699893

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Culturas de Responsabilização em Educação Infantil no México

Aldo Anzures Tapia¹

Abstract: Resumo: As políticas de responsabilização têm o objetivo de melhorar a qualidade educacional; porém, muitas vezes, interferem na qualidade da educação, inclusive na educação bilíngue. Com base em dezoito meses de trabalho etnográfico em uma pré-escola indígena multisseriada na península de Yucatán, no México, descrevo como Elisa, professora, diretora e zeladora, cumpria as exigentes tarefas administrativas enquanto implementava diferentes programas governamentais que impunham sobre ela uma significativ… Show more

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Cited by 2 publications

References 24 publications

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Authorities at play in Indigenous language reclamation: tensions and possibilities in the Yucatan Peninsula

Tapia¹,

Kvietok

2023

Multilingua

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Language revitalization efforts have been critiqued for creating and reproducing linguistic, epistemological, and pedagogical hierarchies that might run counter to a community’s needs and interests. Drawing on a seven-year ethnographic and collaborative research with the Maya cultural promoters of the Caste War Museum in Tihosuco, Mexico, we describe the dynamics of our Maya language reclamation partnership focusing on the creation of bilingual comic books and summer workshops for children. These experiences show a slow but steady language reclamation approach based on the concern for younger generations to feel comfortable to claim their right to speak and learn Maya and on their fondness for Maya language and culture. We argue that the construction, negotiation, and assertion of linguistic and pedagogical authority among all participating actors is central to reclamation projects, and that these processes are impacted by outsider researchers-collaborators in ways that can support but also potentially harm these language efforts. This paper sheds light on the various tensions lived in long-term language reclamation projects, recognizing the need for outsider researchers to turn our reflexive gaze inwards and consider how we can bring to the fore practices we can celebrate as well as address and transform those that cause discomfort and uncertainty.

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Authorities at play in Indigenous language reclamation: tensions and possibilities in the Yucatan Peninsula

Tapia¹,

Kvietok

2023

Multilingua

Self Cite

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Ideological and implementational spaces in Covid-era language policy and planning

Hornberger

2021

JMTP

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The ongoing global pandemic exacerbates, but does not initiate, longstanding language policy and planning (LPP) concerns around the ways language education policies and practices sustain inequalities across linguistic and social identities. Elsewhere, I have argued there is an urgent need for language users, educators and researchers to counter those inequalities, filling up and wedging open ideological and implementational spaces for multiple languages, literacies, identities and practices to flourish in classroom, community and society. Here, using the lens of layered, scaled and interacting implementational and ideological spaces and focusing on cases of Indigenous education in the Andes and Mexico, I explore how ethnographic studies uncover intertwining LPP dynamics that might be leveraged to promote social change in the Covid heightened context of inequality. For example, potential equality and actual inequality of languages intertwine in Mexican education policy and practice to interrupt spaces for Maya language in a Yucatec Mayan Indigenous preschool, and intertwining monoglossic and heteroglossic language ideologies in the discourse of Indigenous leaders of Ecuador’s bilingual intercultural education reveal tensions negotiated in the politics of Kichwa identity and language across spaces like ministry offices, bilingual classrooms or official translation workshops. Meanwhile, top-down and bottom-up LPP activities intertwining in Peruvian bilingual education are leveraged locally to create transformational spaces for Quechua youth to acquire and use their heritage language in multimodal ways, and critical and transformative LPP research paradigms intertwine in an ethnographic project examining how higher education administrators, teachers and students collaborate to create new spaces for Indigenous language learning in Diidxazá/Isthmus Zapotec classes in Oaxaca, Mexico. How might these dynamic LPP ideological and implementational spaces be leveraged to confront the ever-greater inequities wrought by Covid in Indigenous educational access and ways of speaking and being?

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Culturas de Responsabilização em Educação Infantil no México

Cited by 2 publications

References 24 publications

Authorities at play in Indigenous language reclamation: tensions and possibilities in the Yucatan Peninsula

Authorities at play in Indigenous language reclamation: tensions and possibilities in the Yucatan Peninsula

Ideological and implementational spaces in Covid-era language policy and planning

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