Bilingual Intercultural Education: negotiation, resistance and space/systemic reconfiguration

Abstract

This article arises from the results within the framework of activities of the project “Intercultural Bilingual Education” (EIB), which was funded by a grant from the University of Buenos Aires. We analyze the implementation of the project done by the community and the problems related to the reaffirmation of our identity. Outlines the questions and reflections of our field work in the community, based on the premise of potential conflicts in the execution of this project due to structural factors, understanding the actions of this community as acts of resistance to structural impositions of power. Our methodological approach was with a qualitative perspective, making observations with and without participation, records, informal talks, concurrency, and intervention in various activities: workshops on nutrition, openings of the intercultural school cycle in schools, etc. For the analysis and the production of the results we rely on an articulation of two analytical axes: Micro-structural and systemic. According to the development of the work it was conclueded the need for an analysis from a systemic perspective to understand the structural constraints in the implementation of the EIB.