Abstract

TIBURCIO ESTEBAN, Celestina  and  JIMENEZ NARANJO, Yolanda. Tutunakú teaching through situated learning, bilingual and dialogic. CPU-e. Rev. Investig. Educ [online]. 2016, n.23, pp.121-141. ISSN 1870-5308.

The interest of this paper focuses on a case study analyzed under an ethnographic approach. It is related to a primary school that belongs to the indigenous education system of Dirección General de Educación Indígena, which is a very atypical case within the educational system due to the fact that it uses tutunakú as the language of instruction in the education process, like object of knowledge and in this case apply a new language policy about the social practices of the language. Nevertheless, the analysis focusses in the relationship between the bilingual project and the progressive’s methodologies like situated learning and dialogic inquiry. Finally, we speak about the tensions and new challenges that the academic achievements and bilingual impulses are generating at the same time.

Keywords : Mother language; indigenous education; bilingual education; situated learning; basic education.