Bilingual Intercultural Education System of Ecuador has
coverage of 163,900 students
Ecuador has been, since immemorial times, a multinational
and multilingual country.
One of the most important processes in the social history
of Ecuador in recent decades is undoubtedly the emergence of ethnicity and the
consolidation of the indigenous movement as a prominent political player on the
national scene.
The different nationalities that inhabit Ecuador are:
Awa, Eperara Siapidaara, Chachi, Tsa'chi, Kichwa,
A'i (Cofan), Pai (secoya), Bai (Siona), Wao, Achuar, Shiwiar, Sapara and Andoa.
Every nationality has the right to have their own
education in their own language according to the Ecuadorian constitution.
Besides these nationalities there are descendants of the
Valdivia nationalities Huancavilca, Manta, Yumbo, etc., and the Afro-Ecuadorian
and mestizo populations.
Early Struggle
Since the early twentieth century, the issue of education
in rural areas has been repeatedly considered essential by all those interested
in improving the living conditions of the indigenous population.
It is important to remember the pioneering schools
sponsored from the thirties in Cayambe by the emblematic figure of Dolores
Cacuango, for whom literacy was an instrument of the liberation struggle.
The heroes of the struggle of indigenous people’s rights
at the start of the 20th century made possible the emergence of a first
generation of leaders who, through their own training, were assuming the demand
for indigenous learning as a strategic factor in social change
In the negotiation process of the present system of
indigenous education, some leaders had initial approach as the indispensability
of bilingual and intercultural education for all Ecuadorians.
The implicit reasoning was simple: multiculturalism, to
be effective, would have to be equal.
The Current Situation
According to the current education legislation in Ecuador
the learning rates of individuals, their psychosocial aspects, creative
abilities and ancestral knowledge are to be respected.
Equally the knowledge and understanding of other cultures
that contributes to the harmonious development of the individual and the
environment (Sumak
Kawsay) is to be incorporated to the curriculum.
The Intercultural Bilingual Education Model (MOSEIB from
its Spanish initials) is the ideological, cultural and philosophical reference
that has guided the educational process of the indigenous people and
nationalities of Ecuador since its inception 25 years ago.
Its creation was vital to change the established design
of one homogenizing model of education, which did not take into account the
cultural and linguistic diversity of the students.
The bilingual education consists of 10,000 teachers and
2,700 schools that are located in the four regions of the country and are
members of the 14 indigenous nationalities have the Ecuador.
The bilingual intercultural education system has a
coverage corresponding to 163,900 students from community based childhood
education in the family, basic education, secondary education to training for
youth and adults.
Special Education and Bilingual Intercultural Education
The basis of MOSEIB is the respect and care for Mother
Nature; the individual, family and community as key stakeholders in the
education and beginning of the education process at an early age.
The education is centered to the student's culture, surroundings and
world view.
This is an ideal situation for students
with special needs.
The disabled and special needs students have historically
been excluded from education in indigenous communities.
With the change in education they finally have their
opportunity to learn and to be included
in the community.
This is a model developed by the indigenous people to
fully exercise their collective rights.
This was very interesting. Thank you for sharing this. And it is wonderful that the special needs children are now included in the community!
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