Educacion y Pueblos Indigenas en Centroamerica: Un Balance Critico (Education and Indigenous People in Central America: A Critical Balance).

Autor/in	und weitere
Sonst. Personen	Amadio, Massimo (Mitarb.)
Institution	United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean.
Titel	Educacion y Pueblos Indigenas en Centroamerica: Un Balance Critico (Education and Indigenous People in Central America: A Critical Balance).
Quelle	(1987), (146 Seiten)Verfügbarkeit
Sprache	spanisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Cultural Pluralism; Curriculum Development; Demography; Developing Nations; Educational Anthropology; Educational Development; Ethnic Groups; Ethnic Relations; Foreign Countries; Global Approach; Indigenous Populations; International Education; Multicultural Education; Nonformal Education; Poverty; Rural Education; Tribes; World Problems + Suchen Sie Ihr Suchwort? Kulturpluralismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Demografie; Developing country; Developing countries; Entwicklungsland; Pädagogische Anthropologie; Bildungsentwicklung; Ethnie; Ethnische Beziehungen; Ausland; Globales Denken; Sinti und Roma; Internationale Erziehung; Multikulturelle Erziehung; Non-formal education; Non formal education; Nichtformale Bildung; Armut; Ländliche Erwachsenenbildung; Tribal society; Stammesgesellschaft; Weltproblem
Abstract	Global society is polarized between the modern capitalist sector and the marginal sector, which is composed of indigenous, poor, and ethnic, tribal people. The problems of education for groups in Latin America, key issues in planning to meet their needs, and strategies to resolve them, are the focus of this publication. Nine papers provide a general analysis of the quality and efficiency of current educational programs, socio-economic conditions, and political influences affecting educational planning. The goals of this United Nations Educational, Scientific and Cultural Organization conference project are to assure education before 1999 for all children of school age, to offer a minimum of general education of eight to ten years, to eliminate illiteracy before the year 2000, and to upgrade the quality and efficiency of the educational systems through needed reforms. The document is divided into three parts that include: (1) some suggestive theoretical pointers and a series of critical analyses; (2) a synthesis of past education programs for indigenous people; and (3) indicators for future planning. Crucial unresolved issues discussed include assimilation, integration, bilingual education, cultural pluralism, and decolonization. Charts are included that note the locations and populations of various tribes of the indigenous people in this region. (NL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC