Caracterización de la Educación Intercultural Bilingüe en las Áreas Urbanas del Ecuador.

Abstract

This research characterizes Bilingual Intercultural Education (EIB) in the urban areas of Ecuador. It describes the main difficulties and advances that this type of education presents in curricular matters and strengthening the culture of peoples. Methodologically a mixed approach (quantitative – qualitative) led us to characterize the EIB in urban areas. Statistical data were analyzed from two key sources such as the National Institute of Statistics and Census (INEC) which allowed to know the migration figures of peoples and nationalities to cities. The Master Archive of Educational Institutions (AMIE), which in relation to INEC data, provided an understanding of educational care for indigenous children living in the cities. On the other hand, the opinions of the main educational actors were collected where the main problems and challenges presented by the EIB in the city are presented from their eyes and finally with the study of two cases of bilingual intercultural education in the city of Quito where the greatest presence of indigenous migrants was seen to characterize the curricular and cultural aspects of the EIB in an urban context. Indigenous peoples since their arrival in major cities of the country such as Quito and Guayaquil have had to go through strong processes of discrimination and racism, but their organizational processes have allowed them to fight for their rights mainly for an education that responds to these problems. The existing EIB educational institutions in the cities have been the result of those struggles, although it is true the state assumes to guarantee a quality education in these schools, but the struggle of the peoples continues because this public policy is not fulfilled. The migration from villages to cities is therefore ascending demand for EIB educational institutions in the city is higher however the figures of these institutions are in a worrying process of declining and the Bilingual Intercultural Education Model (MOSEIB) does not respond to the linguistic and curricular particularities of the few existing institutions.