Representatives of indigenous and Afro-Mexican communities of Chiapas present proposals for Basic Education

Chiapas.- Gathered in the community of Realidad Trinidad, in the municipality of Las Margaritas, in Chiapas, 500 representatives of indigenous and Afro-Mexican communities presented their proposals for improving the 2022 plan and study programs of Mexican Basic Education.

During the meeting, headed by the Secretary of Public Education, Delfina Gómez Álvarez, the representatives explained that, in order to strengthen the sector, coordinated work is required between educational authorities, teachers and parents, as well as the strengthening and revitalization of indigenous languages ​​in the formative process.

They also requested to include their knowledge and ancestral knowledge, as well as the teaching of values ​​and principles in children and adolescents.

The Secretary of Public Education, Delfina Gómez Álvarez affirmed that the time in which the knowledge and education of the indigenous and Afro-Mexican peoples was dispensed with, is over, since it is necessary to recover the school with a community sense for the whole of education in Mexico. :

“The SEP recognizes the educational autonomy in the communities, and the sense of self-determination to develop learning; ancestral knowledge; the forms of organization of the peoples, and attend to the needs of girls, boys and adolescents.”

He commented that the proposal proposes the participation of the communities in the drafting of the curricular framework, to guarantee its relevance to the local, regional and national reality.

He stated that the original peoples are the greatest historical example of the struggle for freedom and respect for traditions, cultures, languages ​​and traditional ways of life that constitute the diversity of the country.

Likewise, he affirmed that education by and for the community seeks to train girls and boys in the good life; social harmony with the environment; community peace, as well as supportive, horizontal and mutual aid relationships.

To carry out the discussion and presentation of proposals, the representatives of indigenous and Afro-Mexican communities were divided into three tables, each of which had the objective of answering a specific question: What is happening (problematic) with education in our communities? How can the community be involved in education? And what do you want to learn at school?

The main ideas raised in the tables referred to the importance of linking the school with the community; to the need to incorporate community agents in schools to provide support and reinforcement in learning, and to invite local wise people to share experiences in order to involve the community in education.

Also that emphasis be placed on the knowledge of the roots of the communities, that multilingual education be promoted and “that it be taught to solve problems in freedom”.

The undersecretary of Higher Education, Luciano Concheiro Bórquez, reported that the first phase of the dialogue with indigenous and Afro-Mexican peoples reached the participation of 3,743 women and men from different communities in 17 states.

He highlighted the approach of parents, educational authorities and students, men and women representatives of the Mayan, Mazahua, Purépecha, Yaqui, Meꞌphaa, Na Savi (Mixtec), Nahuatl, Paipai, Mayo, Kumiai, Triqui, Totonaco peoples ( tutunakù), tennekhuasteco, otomí, tepehua, among others.

He reported that, in the next few days, the dialogue with indigenous and Afro-Mexican peoples will begin its second stage in the remaining 15 states: Aguascalientes, Baja California Sur, Coahuila, Chihuahua, Durango, Guanajuato, Jalisco, Morelos, Nayarit, Nuevo León, Querétaro, Tamaulipas, Tlaxcala, Yucatan and Zacatecas.

Prior to the dialogue, and as part of their work tour, the head of the SEP and the undersecretary of Higher Education visited the “Jaime Nunó Roca” preschool, and the “Guillermo Prieto” elementary school, in the community of Santa Lucía Ojo de Agua .

In addition, Gómez Álvarez supervised the rehabilitation and structural improvement works of the La Escuela es Nuestra (LEEN) program in the “Francisco Villa” elementary schools, in Chiapa de Corzo, and “Efraín Aranda Osorio”, in the municipality of Amatenango del Valle.

With information from the SEP

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