The curriculum in the framework of indigenous education in Chihuahua: parameters, alternatives and training expectations

Abstract

The purpose of this paper is to reflect on three aspects of the curriculum: the curricular parameters and indexes for indigenous primary education in the 2016-2017 school year, the proposal for teacher training of the Ministry of Public Education through state or national workshops offered by different instances and, the demand of needs within the framework of the teaching practice of indigenous education in service to attend the curriculum, according to research evidences made in the Region of the Sierra Tarahumara in 2013-2015 period. The research approach is of a mixed nature, implements elements of descriptive statistics, analyzing parallelly meanings constructed over the research object by the participants. The collaborators in the research are 294 teachers of the indigenous subsystem who work with rarámuri children, to whom a survey is applied and in-depth interviews are carried out with 16 of them. This contribution is relevant, due to the interest in identifying the relationship between the analyzed elements. The curricular parameters are presented to the teaching staff in the form of courses, which together with other workshops of a national or state nature, guide the work in the classrooms. However, this, nor the processes of professionalization have been sufficient, to solve the problems of the educational practice of teachers. On the other hand, curricular parameters have a political tendency to become control tools, rather than an improvement to educational practice.