The mediatic intercultural education in the concretion of identities in Pimas ethnical contexts, in Chihuahua, Mexico

Abstract

The study of interculturality is done from different theory perspectives, in contrast with the predominant assimilationist tendencies present in the indigenous education of twentieth century Mexico. From the qualitative paradigm, a hermeneutic study is done, to understand the different parties’ experiences: educative authorities, instructors, and parents from Pimas ethnical contexts in the state of Chihuahua, in Mexico, while trying to conceptualize and take into action the intercultural proposal. Having the understanding of if the indigenous education offered to the Pima native group as essential purpose, it fortifies their ethnical identity or tends to dilute it under westernized schemes. For that 29 questionnaires and 6 deep interviews are applied to professors who work with the Pima native group, and 6 deep interviews to Pima parents that have their children in the indigenous elementary education.

Indigenous education currently offered in native communities, due to its homogenizer approach, interferes with the recovery and fortification of the autochthonous cultures, with the promotion of the gradual assimilation of the ethnic groups to the national culture.