Obstacles, vicissitudes and implications of the process of incorporating the mbya-guarani population into formal education in the Province of Misiones (Argentina)

Abstract

In Argentina, the proposal of Intercultural Bilingual Education (IBE) emerged in 1999 as a flexible and open approach, aimed at meeting the learning needs of indigenous populations, their interests and expectations. However, IBE was implemented unevenly both in time and modality, with considerable variations depending on the province and the native population for which it was intended. Based on the educational and work experiences of a mbya-guarani indigenous teaching assistant (ADI) in the Province of Misiones (Argentina), the purpose of this article is to present how the process of incorporation of the Guarani population of Misiones into the formal education of the dominant society was carried out and the individual and community implications of this process.