Educational Practices and Policies in Intercultural Bilingual Education

Abstract

The work collects the experience of participation of young people and members of the Autonomous Educational Council of indigenous peoples (CEAPI) in its consultative and advisory role to the Ministry of Education of the Nation for the definition of policies linked to Bilingual Intercultural Education (EIB). The purpose of the article is to make an approach to the voices of the protagonists, taking as a reference the theoretical perspective of Stephen Ball, that is, the forms of intervention and the contributions in the definition of intercultural educational policies and their transformations. In this way, the position of the peoples on issues related to the visibility of culture and the right to identity is strengthened in a real but also symbolic way, allowing the participation of new generations in relevant issues. However, this process often appears interrupted after changes in government, deconfiguring educational practices and policies.