Abstract

OSSOLA, María Macarena  and  VIEIRA, Ricardo. Intercultural Bilingual Education in Argentinian Higher Education: youth's identities, cultural diversity and public policies. Sér.-Estud. [online]. 2016, vol.21, n.42, pp.5-20. ISSN 2318-1982.  https://doi.org/10.20435/2318-1982-2016-v.21-n.42(01).

Intercultural Bilingual Education (IBE) try to take into consideration the cultural and linguistic aspects of the learners, and aims to ensure a rigorous training according to the social learning contexts. In Latin America, IBE mainly applies in indigenous communities. Particularly, in Argentina, the IBE is guaranteed as a modality of the national education system (National Education Law nº 26.206). Nevertheless, its application is restricted to the primary or secondary school, leaving higher education outside its scope. This article examines the development and implementation of a measure of educational inclusion at Universidad Nacional de Salta (Salta, Argentina), as well as redefinitions of the same from the active appropriation that indigenous university students perform. From an anthropological perspective we present: the reconstruction of the stages of the relationship maintained between the University and indigenous students, the contrast between the models of educational inclusion that are delineated by university managers and opportunities for participation played by young people in the frame of the implementation of inclusion policies. Finally, we present some reflections associates with the Intercultural Bilingual Education on this case study.

Keywords : Intercultural bilingual education; higher education in Argentina; cultural diversity.

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