Autonomía en la Eib: Reto Emergente Para los Pueblos y Nacionalidades, el estado y la Universidad

Intercultural bilingual education (IBE) in several Latin American countries and other continents has been a platform for the struggle of indigenous peoples to implement, through social policies or other official mechanisms, the right of indigenous peoples to culturally relevant education. This document makes a brief review of the most significant advances of two decades of public policy on IBE in Ecuador and the results of field research in the Ecuadorian Amazon region, in Kichwa, Shuar and Waorani contexts, which lead us to confirm that the objectives with which IBE was born in Ecuador are diluted in a short time and far from fulfilling the political vision of positioning the native cultures, their knowledge and their languages, it is far from fulfilling the political vision of positioning the native cultures, far from fulfilling the political vision of positioning the native cultures, their knowledge and their languages, what has been achieved is to make the conditions of the teaching-learning processes more precarious for the generations of these contexts, placing them in the back room of the system with minimal possibilities of continuing with professionalization and thus polarizing even more the social, economic and political situation of the Abyayala peoples through exclusion disguised as a right.