An experience of popular education in Guatemala: The Ochoch Hik`eek Institute: An indigenous, campesino and community-based institution of intercultural bilingual education
In Guatemala, after the Peace Agreements reached in 1996, after 35 years of the wrongly named armed conflict (genocide committed by the different military leaderships of the Guatemalan State that killed 200,000 people belonging to the Mayan indigenous communities), bilingual educational models are b...
| Autor principal: | |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Facultad de Filosofía y Humanidades. Secretaría Académica
2015
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/apertura/article/view/28332 |
| Aporte de: |
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I10-R295-article-28332 |
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ojs |
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Universidad Nacional de Córdoba |
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I-10 |
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R-295 |
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Apertura |
| language |
Español |
| format |
Artículo revista |
| author |
Pinilla Muñoz, David |
| spellingShingle |
Pinilla Muñoz, David An experience of popular education in Guatemala: The Ochoch Hik`eek Institute: An indigenous, campesino and community-based institution of intercultural bilingual education |
| author_facet |
Pinilla Muñoz, David |
| author_sort |
Pinilla Muñoz, David |
| title |
An experience of popular education in Guatemala: The Ochoch Hik`eek Institute: An indigenous, campesino and community-based institution of intercultural bilingual education |
| title_short |
An experience of popular education in Guatemala: The Ochoch Hik`eek Institute: An indigenous, campesino and community-based institution of intercultural bilingual education |
| title_full |
An experience of popular education in Guatemala: The Ochoch Hik`eek Institute: An indigenous, campesino and community-based institution of intercultural bilingual education |
| title_fullStr |
An experience of popular education in Guatemala: The Ochoch Hik`eek Institute: An indigenous, campesino and community-based institution of intercultural bilingual education |
| title_full_unstemmed |
An experience of popular education in Guatemala: The Ochoch Hik`eek Institute: An indigenous, campesino and community-based institution of intercultural bilingual education |
| title_sort |
experience of popular education in guatemala: the ochoch hik`eek institute: an indigenous, campesino and community-based institution of intercultural bilingual education |
| description |
In Guatemala, after the Peace Agreements reached in 1996, after 35 years of the wrongly named armed conflict (genocide committed by the different military leaderships of the Guatemalan State that killed 200,000 people belonging to the Mayan indigenous communities), bilingual educational models are beginning to be implemented in an intercultural context made up of 24 ethnic communities, already officially recognized by the new democratic State that assumes itself as multiethnic, pluricultural and multilingual. Different civil associations are promoting these new educational models to promote and strengthen the development of indigenous peoples, based on their own languages and cultures, and are able to give concrete expression in the field of education to the historical demands that indigenous peoples and their movements have been making, mainly in defence of land, territory, indigenous health and justice systems and autonomy, among others. In this way, the Ochoch Hik'eek Mayan Institute was born in the north of the country, as a community educational center and Mayan cultural relevance, aimed at indigenous youth from rural communities that historically and geographically had been excluded from formal educational processes. This article aims to bring together the educational reality and the pedagogical model of continuous work during 12 years of this Institute thought, shaped and developed for the indigenous peasant communities of northern Guatemala. |
| publisher |
Facultad de Filosofía y Humanidades. Secretaría Académica |
| publishDate |
2015 |
| url |
https://revistas.unc.edu.ar/index.php/apertura/article/view/28332 |
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I10-R295-article-283322020-09-07T21:08:44Z An experience of popular education in Guatemala: The Ochoch Hik`eek Institute: An indigenous, campesino and community-based institution of intercultural bilingual education Una experiencia de educación popular en Guatemala: El Instituto Ochoch Hik`eek: Una institución indígena, campesina y comunitaria de educación bilingüe intercultural. Uma experiência de educação popular na Guatemala: Instituto Ochoch Hik`eek: Uma instituição de educação bilingue indígena, camponesa e comunitária de base intercultural. Pinilla Muñoz, David In Guatemala, after the Peace Agreements reached in 1996, after 35 years of the wrongly named armed conflict (genocide committed by the different military leaderships of the Guatemalan State that killed 200,000 people belonging to the Mayan indigenous communities), bilingual educational models are beginning to be implemented in an intercultural context made up of 24 ethnic communities, already officially recognized by the new democratic State that assumes itself as multiethnic, pluricultural and multilingual. Different civil associations are promoting these new educational models to promote and strengthen the development of indigenous peoples, based on their own languages and cultures, and are able to give concrete expression in the field of education to the historical demands that indigenous peoples and their movements have been making, mainly in defence of land, territory, indigenous health and justice systems and autonomy, among others. In this way, the Ochoch Hik'eek Mayan Institute was born in the north of the country, as a community educational center and Mayan cultural relevance, aimed at indigenous youth from rural communities that historically and geographically had been excluded from formal educational processes. This article aims to bring together the educational reality and the pedagogical model of continuous work during 12 years of this Institute thought, shaped and developed for the indigenous peasant communities of northern Guatemala. En Guatemala, tras las acuerdos de Paz alcanzados en 1996, después de 35 años del mal llamado conflicto armado (genocidio cometido por las diferentes cúpulas militares del Estado guatemalteco que asesinaron a 200.000 personas pertenecientes a las comunidades indígenas mayas), se comienzan a poner en práctica modelos educativos bilingües en un contexto intercultural compuesto por 24 comunidades étnicas, ya reconocidas oficialmente por el nuevo Estado de carácter democrático que se asume como multiétnico, pluricultural y multilingüe. Diferentes asociaciones civiles impulsan estos nuevos modelos educativos para promover y fortalecer el desarrollo de los pueblos indígenas, con base en sus idiomas y culturas propias, pudiendo concretar en el campo de la educación las demandas históricas que venían demandando los pueblos indígenas y sus movimientos articulados principalmente en la defensa de la tierra, del territorio, de los sistemas de salud y justicia indígena y de la autonomía entre otros. De esta forma nace al norte del país el Instituto Maya Ochoch Hik´eek, como un centro educativo comunitario y pertinencia cultural maya, destinado a jóvenes indígenas provenientes de comunidades rurales que histórica y geográficamente habían sido excluidos de procesos educativos formales. Este artículo pretende acercar la realidad educativa y el modelo pedagógico de trabajo continuado durante 12 años de este Instituto pensado, conformado y desarrollado para las comunidades campesinas indígenas del norte de Guatemala. Na Guatemala, após os Acordos de Paz alcançados em 1996, após 35 anos do conflito armado incorrectamente designado (genocídio cometido pelas diferentes lideranças militares do Estado guatemalteco que matou 200.000 pessoas pertencentes às comunidades indígenas maias), começam a ser implementados modelos educativos bilingues num contexto intercultural constituído por 24 comunidades étnicas, já oficialmente reconhecidas pelo novo Estado democrático que se assume como multiétnico, pluricultural e multilingue. Diferentes associações civis estão a promover estes novos modelos educativos para promover e reforçar o desenvolvimento dos povos indígenas, com base nas suas próprias línguas e culturas, e são capazes de dar expressão concreta, no domínio da educação, às exigências históricas que os povos indígenas e os seus movimentos têm vindo a fazer, principalmente em defesa da terra, do território, dos sistemas de saúde e justiça indígenas e da autonomia, entre outros. Desta forma, o Instituto Ochoch Hik'eek Mayan nasceu no norte do país, como centro educativo comunitário e de relevância cultural maia, destinado a jovens indígenas de comunidades rurais que, histórica e geograficamente, tinham sido excluídos dos processos educativos formais. Este artigo pretende reunir a realidade educativa e o modelo pedagógico de trabalho contínuo durante 12 anos deste Instituto pensado, moldado e desenvolvido para as comunidades camponesas indígenas do norte da Guatemala. Facultad de Filosofía y Humanidades. Secretaría Académica 2015-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revistas.unc.edu.ar/index.php/apertura/article/view/28332 Apertura; Vol. 2 (2015): Revista Apertura N° 2 Year 2015; 62-70 Apertura; Vol. 2 (2015): Revista Apertura N° 2 Año 2015; 62-70 Apertura; v. 2 (2015): Revista Apertura N° 2 Ano 2015; 62-70 2362-1818 spa https://revistas.unc.edu.ar/index.php/apertura/article/view/28332/29531 |