Intercultural communication in antiquity
Introduction
Throughout the world there are around 184 countries, more than 600 groups of living languages and 5,000 ethnic groups, which indicates that there are scarce countries in which its citizens share language and ethnic group. This situation leads to thinking about the importance of bilingual intercultural education in Peru for being a country with ethnic and linguistic diversity.
The interest in EIB was born in the 1970s as a movement that demanded an intercultural education and the promotion of an intercultural policy. These advances of bilingual intercultural education can be seen in one of the works of Mario Vargas Llosof evangelization and the change of their native language for Spanish.
Developing
In this context we see that intercultural education has tried to implement since many years ago, but this is not reality to this day despite the minimum efforts by the Peruvian State, since the educational system we handle is inclusiveRegarding language. However, in the Peruvian Constitution, Spanish, Quechua, Aymara and other aboriginal languages where it predominates is recognized, but this only remains in text, since in practice we do not observe that in some educational center you have a staffof trained teachers who can disseminate a correct bilingual education.
Not having this bilingual education system completed in its entirety in Peru will generate a deficit in the performance of schoolchildren that come from different cultures, with different language that try to join a different system than they know, this generates an inequality betweenstudents from the different regions of Peru such as the Costa, Sierra and Selva in which different educational realities are lived.
As cited. Bernex de Falen warns a distinction between urban media children and peasant children: the peasant child arrives at school with intuitive, diverse and integrated knowledge to their type of participation in family and community life. The case of the Lima Child, of the city of the city, is quite different.
Its same artificial, incomplete and complex environment limits its learning possibilities, unlike those of the peasant child, whose environment is nature. This is why the educational system in Peru and the different Latin American countries must use educational policies according to the context in which their student populations are found. Because, it is a right of every person to receive a quality education and in the language we handle and more if it is in our country that is multilingual.
conclusion
Now, joining Garcia and Godenzzi’s opinions on bilingual education, the first tells us that around the world there are countries with different languages and modes of expression, which we observe in the Peruvian case that has a great diversity of languages by geographythat presents, while Godenzzi shows us a clear differentiation between students from urban places compared to those of rural places and how this influences the student learning process.
In conclusion, bilingual education in Latin America is an issue that is not given due importance because both its government and its population do not promote educational systems that include ethnic minorities which is very unfortunate because our country being part of Latin AmericaA wide variety of linguistic populations.
Bibliography
- Garcia, o. M. (April 30, 2018). Bilingual intercultural education today. A Peruvian man.
- Godenzzi, j. C. (nineteen ninety six ). Bilingual education and interculturality. Bibliographic chronicles.
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