Abstract

ALIATA, Soledad. Socio-educational trajectories of indigenous teachers of the Chaco center. Runa [online]. 2021, vol.42, n.2, pp.211-228.  Epub Aug 27, 2021. ISSN 1851-9628.  http://dx.doi.org/10.34096/runa.v42i2.7480.

This article is part of the doctoral thesis work in Social Anthropology, focused on documenting the diversity and complexity in the socio-educational trajectories of a group of indigenous teachers in the province of Chaco, Argentina. In this writing we will present some of the reflections of the analysis of the autobiographical accounts of two indigenous teachers articulating the trajectories of the subjects with certain processes of diversity and socio-educational inequality in the region. It is a first approach to analysis that seeks to highlight the perspective of indigenous teachers, reflect on different aspects that relate and / or differentiate their stories and, in turn, understand certain socio-historical events that we consider essential to advance in the analysis of socio-educational processes in current intercultural contexts. The methodology was based on the ethnographic perspective in combination with contributions from the methodological resource of the autobiographical account. We carry out in-depth interviews, participant observations, informal talks with educational agents, and autobiographical accounts with numerous Qom teachers in the region. From a critical perspective, the theoretical framework focuses on studies that investigate the figure of indigenous teachers, sociocultural trajectories, and debates around identity processes. This approach, in conjunction with research on education in contexts of diversity and social inequality, seeks to question essentialist views of indigenous teachers.

Keywords : Socio-educational trajectories; Indigenous teachers; Autobiographical stories; Diversity; Inequality.

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