Situación de la Educación Bilingüe Intercultural en el Departamento de Suchitepéquez

To perform the research proceeded to analyze bibliographic sources relating to intercultural bilingual education, their context -historical evolution- and fundamental aspects of the characteristics in the plural diversity. In the same way through the observation technique, the nine schools visited o...

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Main Author: Pérez Raymundo,, Francisco Joely
Format: Tesis
Language: Español
Published: 2015
Subjects:
Online Access: http://www.repositorio.usac.edu.gt/5244/
http://www.repositorio.usac.edu.gt/5244/1/2015.%20Tesis.%20Situaci%C3%B3n%20de%20la%20Educaci%C3%B3n%20Biling%C3%BCe%20Intercultural%20en%20el%20departamento%20de%20Suchitep%C3%A9quez.pdf
Summary: To perform the research proceeded to analyze bibliographic sources relating to intercultural bilingual education, their context -historical evolution- and fundamental aspects of the characteristics in the plural diversity. In the same way through the observation technique, the nine schools visited of bilingual education of the primary level of official sector in Suchitepéquez in San Antonio, Chicacao, Pueblo Nuevo and Rio Bravo, where are employed 14 teachers low row 011 to implement the program. The attitudes of principals, teachers and students were observed; so the context of schools and how teachers developed their classes. A interview was applied to the manager of Intercultural Bilingual Education Section of the Direccion Departamental de Educacion from Suchitepéquez, also was applied to teachers and school principals if the nine schools. With all the data collected was systematized into four chapters. It was concluded that in Suchitepequez has a low coverage of the bilingual educational program. At the administrative level does not have the logistical, financial and didactic availability, plus there is not enough human resources to develop some specific program activities. No technical support is provided to the bilingual techers, in terms of intervention, counseling, guidance, provision of tools, resources and training service. It is not monitored, constantly monitors and evaluates the implementation of the program of bilingual and intercultural education in schools. So it is recommended to take seriously and responsibly actions of technical-educational support, monitoring, supervision and evaluation of intercultural bilingual education program. Besides budget prioritize investment in training and providing teaching resources to teachers and students. Finally the teacher aware of their educational work to promote, teach and reassess languages from school; moreover, who specializes, train, acquire the knowledge and expertise to effectively develop the intercultural bilingual education model.