IMPLEMENTACIÓN DE LA EDUCACIÓN INTERCULTURAL BILINGÜE CON FOCO EN LAS FRONTERAS, IDENTIDADES Y OTROS SABERES DE LA LENGUA AYMARA

Abstract

Since the practices associated with the intergenerational transmission of the language have diminished in indigenous families and communities, educational establishments play an important role in raising awareness of these languages, as well as in strengthening and revitalizing them. For Chile, the greatest relevance of these processes derives from the introduction of the new curricular bases for the subject of Language and Culture of Ancestral Indigenous Peoples in 2021. In this context, the objective of the article was to describe how Intercultural Bilingual Education has been implemented in the region of Arica and Parinacota. To achieve this, seven educational establishments that offer the subject of Indigenous Language were analyzed from a quantitative and qualitative perspective. The results establish that the implementation process is not free of challenges, for example, the incorporation of the history and memory of the border area. Developing a contextualization process is a necessary step to implement the teaching of indigenous language and culture in the case of the studied region.