The relations between the argentino state and the indigenous peoples in educational matter (1980-2006)

Abstract

In this article, I chronologically and critically systematize the normative corpus of national jurisdiction (1980-2006) that governs the public educational policy destined to the communities of indigenous peoples, in Argentina. The theoretical references for the approach of the norms are the frame of analysis of the public policies and the conceptual framework of the critical interculturality. From a qualitative strategy, I develop a conceptual-methodological matrix, according to three analytical criteria: (i) the way in which the problem that leads to act to the state is enunciated; (Ii) how education for communities of indigenous peoples is defined; (Iii) how the educated sectors are involved in the dominant culture, with regard to modifying relations with the communities of indigenous peoples. The results show, on the one hand, the way in which the discourse of law was consolidated, on the other, explain the lack of an intercultural approach in the Argentine educational system.