Los estudiantes de la Licenciatura en Educación Indígena como sujetos en su proceso de profesionalización

Abstract

Recognition of the students in the bachelor’s program in Indigenous Education as epistemic subjects identifies them as social subjects with historically unequal processes confronting quite complex contradictions between oneself and the other. The line on Community Education embedded in the 2011 curriculum aims for students to become epistemic subjects interacting with their identity linked to their cosmovision. This professionalizing process attends two learning problems: identity and awareness. Both of these processes are designed for the subjects to interact with cultural and linguistic equality on the basis of their progress and the contradictions between teaching strategies and their learning styles, because their culture and language reflect and reveal an identity that demands equality inside and outsider school wall contexts.