Abstract

MENDOZA ZUANY, Rosa Guadalupe. Inclusive education replacing interculturality: implications for the education of indigenous children. Perfiles educativos [online]. 2017, vol.39, n.158, pp.52-69. ISSN 0185-2698.

This article analyzes the positioning of inclusive education in Mexico’s education policy since the 2013 Education Reform, associated with the displacement of bilingual intercultural education in the indigenous education subsystem. The author identifies emerging categories such as inclusion, equity, vulnerability and lags in the discourse used in documents on education policy, as well as in interviews and discussion groups with teachers in the subsystem and with government officials in the area of education at federal and state levels. The categories identified have been gradually taking the place of interculturality, with visible implications in areas such as the definition of program beneficiaries and budgets, and the provision of initial and continuing education for teachers. The author’s analysis of discourse leads to four premises that impact and reorient indigenous education and the bilingual intercultural approach associated with this educational subsystem, and suggest that this approach is being replaced.

Keywords : Inclusive education; Intercultural education; Indigenous education; Education policy; Diversity.