Educational policy: teacher training model in bilingual intercultural early education from the Awajun-Wampis worldview, Amazonas
DOI:
https://doi.org/10.5281/zenodo.14926620Keywords:
educational policy, teacher training model, bilingual intercultural educationAbstract
Bilingual intercultural education is a fundamental pillar to preserve cultural identity and strengthen learning in indigenous communities. However, in the Peruvian Amazon, early childhood teachers in the Awajun and Wampis peoples face significant challenges due to a lack of adequate professional training. The objective of this study was to design a model of teacher training that allows improving the pedagogical, linguistic and intercultural competencies of educators in these communities. The research was developed under a qualitative approach based on a feasible project. The results showed a significant gap in teacher training, in addition, a disconnect was identified between educational policies and the sociocultural reality of these communities. It is concluded that it is urgent to implement a training program with an intercultural approach, ensuring the active participation of teachers in the development of pedagogical strategies adapted to their context, thus strengthening the educational quality and the preservation of native languages.
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