Citas bibligráficas
Eyzaguirre, N., Villalobos, E. (2020). Estudio de caso: análisis de las características de implementación de la educación intercultural bilingüe en la institución educativa pública Cochabamba, en el distrito de Soccos, Ayacucho, 2016-2017. [Tesis, Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/15710
Eyzaguirre, N., Villalobos, E. Estudio de caso: análisis de las características de implementación de la educación intercultural bilingüe en la institución educativa pública Cochabamba, en el distrito de Soccos, Ayacucho, 2016-2017. [Tesis]. PE: Pontificia Universidad Católica del Perú; 2020. http://hdl.handle.net/20.500.12404/15710
@mastersthesis{renati/1663210,
title = "Estudio de caso: análisis de las características de implementación de la educación intercultural bilingüe en la institución educativa pública Cochabamba, en el distrito de Soccos, Ayacucho, 2016-2017.",
author = "Villalobos Porras, Eduardo Martín",
publisher = "Pontificia Universidad Católica del Perú",
year = "2020"
}
This qualitative study, investigates and discusses how to implement Bilingual Intercultural education policy in a rural school of public administration, with the native language Quechua Chanka. The objective is to analyze characteristics that contribute to the implementation of Bilingual Intercultural education in the educational institution N° 38094 - Cochabamba in the District of Soccos - Ayacucho, in 2016-2017, to improve their conditions. We want to deepen into the reality of this school because Soccos is one of the poorest districts in Ayacucho, victim of violence during the period 1980 to 2000, 5 documented in the Final Report of the Commission of Truth and Reconciliation. The theoretical framework includes contributions from Sen (2000) and Braslavsky (2006) human development accessing quality education with equity, with cultural relevance according to the different regional and local realities, to a dignified life. The methodology includes the design of instruments ad –hoc to collect information, is carried out observations in classroom, interviews with Director, specialist UGEL as well as focus groups with students, parents and teachers. With respect to results, there is a formal knowledge of the EIB pedagogical proposal, it promotes the participation of sages or "yachaq"; It incorporates use of the community calendar, "yarqa aspiy" and "watuchikuna". As difficulties, is dedicated to teaching quechua in minimum time: one day a week; there are limitations in curriculum planning, it does not develop a proposal for the use of languages. Teachers have mastery of the quechua orally, but not written, they have not received training for the use of workbooks therefore, they cannot teach students to write Quechua. Children value the affective component in its relationship with the school and teachers, however it can be said that they do not receive bilingual intercultural education, since teachers do not have management of the two languages.
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