Citas bibligráficas
Asipali, A., Meza, M. (2020). La Educación Intercultural Bilingüe en el Perú en relación con las creencias y atribuciones causales: perspectivas de investigación [Trabajo de investigación, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/654948
Asipali, A., Meza, M. La Educación Intercultural Bilingüe en el Perú en relación con las creencias y atribuciones causales: perspectivas de investigación [Trabajo de investigación]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2020. http://hdl.handle.net/10757/654948
@misc{renati/394129,
title = "La Educación Intercultural Bilingüe en el Perú en relación con las creencias y atribuciones causales: perspectivas de investigación",
author = "Meza Leon, Marlene Katherin",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2020"
}
The purpose of this qualitative study is to identify possible research perspectives based on the concepts of beliefs and causal attributions in the framework of intercultural bilingual education [EIB] in Peru. That is why, to raise these possibilities of inquiry, a bibliographic review of documents that address the implementation and development of IBE in Latin America, Peru and, in particular, in the Loreto region has been carried out. Based on this, this document presents a description of this educational process. Furthermore, the constructs of beliefs and causal attributions are defined, and the findings of other investigations that use these concepts in contexts with some level of similarity to that of IBD are reported. It also presents what was found in other studies that have investigated the perceptions and factors that influence the implementation and pertinent development of EIB in indigenous peoples. Based on the above, in this document, the following research possibilities are proposed: beliefs and causal attributions of parents of indigenous peoples belonging to IBE schools, teaching beliefs about IBE implementation, factors to which educational actors attribute the success or failure of the IBE educational experience and attitudes of educational actors towards the IBE service at all levels of education. Likewise, the issue about the perceptions of fathers and mothers in relation to the EIB teaching profile can be addressed.
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