Reflections on the teacher’s role in intercultural contexts in Chaco

Abstract

This article seeks to present an overview on the role of the teacher and intercultural bilingual education, taking into account the points of view of those who take part in the educational process in a town in the province of Chaco.
This was a continuation of the work that analizes processes of appropriation, stigmatization and negotiation of the senses going through everyday educational and social relationships in intercultural contexts. All characterized
by a noticeable education and social inequality. This article aims to outline useful thoughts on to reflect upon the teacher’s role and training as well as the challenges in the field of work in such contexts

From an ethnographic perspective, we submit an analysis made by  systematizing the relevant bibliography, making observations through participation and making open interviews since 2011. The potential of this work lies in realising that Bilingual Intercultural Education encompasses both indigenous and non-indigenous individuals (that is to say, it affects the whole of the society). On their daily practice, both indigenous and non-indigenous teachers face the same difficulties, mainly the lack of training to enable a deeper understanding of the context where they conduct their work, and to allow them to master the didactic and pedagogic resources, among others. This is the reason why the role of the State becomes essential, as well as the mechanisms surrounding these policies (training courses, etc.), considering both indigenous and nonindigenous education agents (teachers, headmasters, assistants, etc.) as the target audience. Likewise, it is also
essential to rely on the commitment and responsibility of all the individuals who are engaged in Bilingual Intercultural Education (teachers, researchers, public officers, etc.)