L’« école indienne » au Mexique. Transactions contre-hégémoniques, de l’indigénisme au multiculturalisme

• Main Author: Julie Métais
• Format: Article
• Language: fra
• Published: Les éditions de la Maison des sciences de l’Homme 2016-05-01
• Series: Cahiers de la Recherche sur l'Education et les Savoirs
• Online Access: http://journals.openedition.org/cres/2880
• ISSN: 1635-3544; 2265-7762

In Oaxaca (Mexico), “education promoters” and teachers in “bilingual and intercultural” education have taken up different “community” teaching projects since the 1980s. These projects, conducted within the indigenous milieu, integrate – or not – the public education system and involve a variety of researchers and pedagogues teachers are linked with.In the region of Oaxaca, these alternative scholar projects take place in a particular political and cultural configuration in the country. As an “indigenous” state, it pioneered indigenous rights. Yet, it is also a fragmented state (socially, administratively and topographically). Thus, Oaxaca might be a vantage point for observing the current forms of multiculturalism and indigenous autonomy, for scrutinizing the cultural dimensions of politics and, lastly, for apprehending the local translations of the dynamics of the national political system.This article investigates the historical genesis of indigenous schooling since the post-revolutionary period. It will also be demonstrated to what extent “communalist” attempts to restore intercultural and bilingual schooling have to do with both pedagogical concerns and a political interpretation of the indigenous populations’ rights and sovereignty.