Contributions to Rethinking Argentine Teacher Training through the Lens of Intercultural Bilingual Education
DOI:
https://doi.org/10.62452/7xs9d784Keywords:
Intercultural bilingual education, teacher training, interculturalization of the curriculum, indigenous peoplesAbstract
This article analyzes the experience of the first Mocoví graduate of the Primary Education Teacher Training program at a Higher Education Institute in northern Santa Fe, Argentina from a socio-critical and qualitative perspective. Through an in-depth interview, his educational trajectory is reconstructed, and categories related to identity, discrimination, material conditions, teacher training, and Intercultural Bilingual Education (IBE) are identified. The study is framed within the debate on the Eurocentric and homogenizing matrix that has permeated the Argentine educational system since its origins and the increasingly recognized need in Latin America to incorporate cultural and linguistic diversity into teacher training. The testimony gathered in this study allows for a critical review of the initial teacher training curriculum, the need to adapt the specific regulations for intercultural training at the Higher Education level in Santa Fe, and the factors associated with the student trajectories of future teachers who self-identify as Indigenous.
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