Training of indigenous teachers in Mexico

Abstract

Educational policies in Mexico and the curriculum of different Higher Education Institutions for the training of indigenous young people in Mexico who will work as teachers in the indigenous environment are analyzed. Particularly, it reflects on the implementation of Licenciatura en Educación Preescolar y Licenciatura en Educación Primaria para el Medio Indígena by the National Pedagogical University, at f Morelos (Mexico). It reflects on the tensions in the graduation profile, the curricular map and insertion into the labor field, as well as the need for curricular transformations in teacher training from a perspective of critical interculturality (Walsh, 2009) within a horizon of social justice, to overcome the coloniality of power, knowledge and being (Quijano, 2000).