Publication: Herencias, contradicciones y resignificaciones de la política educativa intercultural en el sur de Veracruz, México: un estudio acerca de la Universidad Veracruzana Intercultural, (UVI)
Loading...
Files
Official URL
Full text at PDC
Publication Date
2016-05-30
Authors
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad Complutense de Madrid
Citations
Exportar
Abstract
Para mejorar la cobertura en el nivel de educación superior, fomentar el reconocimiento cultural, lingüístico y étnico, así como formar profesionales comprometidos(as) con el desarrollo de sus comunidades, la Coordinación General de Educación Intercultural y Bilingüe (CGEIB) de la Secretaría de Educación Pública (SEP), impulsó desde el año 2001 la creación de universidades interculturales en México. En la actualidad existen nueve universidades interculturales en diversos estados del país (SEP, 2015), "con una matrícula total de 10,962 estudiantes, de los cuales 46% son mujeres" (SEGOB, 2014:12). A catorce años de su apertura, se han producido varios estudios y críticas acerca de los resultados de estas instituciones. Se alude a su baja calidad educativa por localizarse en zonas marginadas del país y operar con poco presupuesto; a la alta rotación de su personal; a un insuficiente conocimiento de su oferta educativa en las regiones; y a las dificultades que enfrentan para colocar a sus egresados(as) en campos laborales complejos donde hay escaso margen para el autoempleo. Otro señalamiento es que, a pesar del genuino interés por trascender los fantasmas que persiguen históricamente a las políticas indigenistas, las universidades interculturales evidencian una reconfiguración en clave neoindigenista del proyecto educativo, por un lado, y de las historias de resistencia y de capacidad de agencia, por otro...
To improve the coverage of the higher education level; to encourage cultural, linguistic, and ethnic recognition; and to educate professionals committed to the development of their communities, the General Coordination of Intercultural Bilingual Education (CGEIB) of the Public Education Secretariat (SEP) has promoted since 2001 the creation of intercultural Universities in Mexico. Currently, there are nine Intercultural Universities in different states of the country (SEP, 2015), “with a total enrollment of 10, 962 students, of which 46% are women” (SEGOB, 2014:12). Fourteen years since its opening, several studies have been conducted and critical opinions have been made about the results of these institutions. The lower educational quality is attributed to a number of factors; they are located in marginalized areas of the country, they operate with a limited budget, there is a high staff turnover, insufficient knowledge of the educational offer in the regions, and difficulties faced to place their graduates in complex occupational fields where the chance of selfemployment is limited. Another criticism that is made is the fact that, despite the genuine interest in overcoming the ghosts that historically follow indigenous policies, Intercultural Universities prove to be a neo-indigenist reconfiguration of the educational project, on one hand, and of the resistance stories and sense of agency on the other...
To improve the coverage of the higher education level; to encourage cultural, linguistic, and ethnic recognition; and to educate professionals committed to the development of their communities, the General Coordination of Intercultural Bilingual Education (CGEIB) of the Public Education Secretariat (SEP) has promoted since 2001 the creation of intercultural Universities in Mexico. Currently, there are nine Intercultural Universities in different states of the country (SEP, 2015), “with a total enrollment of 10, 962 students, of which 46% are women” (SEGOB, 2014:12). Fourteen years since its opening, several studies have been conducted and critical opinions have been made about the results of these institutions. The lower educational quality is attributed to a number of factors; they are located in marginalized areas of the country, they operate with a limited budget, there is a high staff turnover, insufficient knowledge of the educational offer in the regions, and difficulties faced to place their graduates in complex occupational fields where the chance of selfemployment is limited. Another criticism that is made is the fact that, despite the genuine interest in overcoming the ghosts that historically follow indigenous policies, Intercultural Universities prove to be a neo-indigenist reconfiguration of the educational project, on one hand, and of the resistance stories and sense of agency on the other...
Description
Tesis inédita de la Universidad Complutense de Madrid, Facultad de Ciencias Políticas y Sociología, Departamento de Antropología Social, leída el 13-11-2015