Racism in the educational field in Ecuador
Introduction
Have you ever been humiliated by the simple fact of belonging to a country, culture, ethnicity or skin color different from others? If the answer is yes, this event is considered racism (Nery, 2014).
Before you start we have to define what is? And how Racism was born?, This arises with the sole purpose of typifying or classifying human beings at different social levels which divide a nation by the physical and cultural differences of different human groups. This race concept is very ambiguous, since recent scientific studies have shown that there are no races. This limitation that prevents demonstrating that there are biologically the races leads some researchers to completely eliminate this definition of the social science vocabulary;Therefore, it is recommended that it be replaced by the concept of ethnicity, which refers to the social and cultural characteristics that differentiate the different societies (Di Napoli, 2013).
Developing
As racism is well known, it is still present in all cultures and areas of life, as in politics, religion, work or education that I will develop below. Specifically I will focus on racism within the educational institutions of Ecuador and as experienced in its three forms of abuse: verbal, physical and psychological.
For Pablo Di Napoli (2019):
“The school is one of the places where it arises, encourages and even racist talks and practices are institutionalized that, although normal habits of young people of that age, many times these practices transcend their environment and are part of a social networkwider. The school establishment apart from being a socialization official is also a sociability area ”. Students spend 5 to 7 hours a day with others from their same generation with which they share experiences, make new friendships, affinity groups and solidarity without also intersecting conflicting relationships ”(Illicachi Guzñay, 2015).
The verbal abuse suffered by some students in their study classroom is given both by students and teachers. "While it is true, there are violent words and words that violate" (Torre C. D.). There are terms that in certain contexts and situations have a negative or derogatory way of saying them towards certain individuals or social groups. Racial discrimination is the conductor of many of these expressions through which the welfare of the aggravated individual is violated (Tower C. D.).
The Ecuadorian society presumes being a non -racist society, however, the research carried out in some educational centers and the testimonies of some students of the different institutions shows that if there is racism. Educational institutions are apparently more effective at the time of loss of clothing, language and culture. Indigenous clothing is always a source of discriminations and constant stereotypes in the educational field, the imposition of mestizo dress on the indigenous. In a nutshell, the link between indigenous and mestizo clothing is an ilation of power, since the second claudica to the first (Illicachi Guzñay, 2015).
According to surveys conducted by the “Inter -American Commission on Human Rights (2011)” to Afro -descendant Children about racism it was announced that from the statements of these people surveyed it can be found that where the demonstrations of racism are most frequentIn educational institutions. In this way, the same classmates are the ones who mainly fell marginalization through the power of “nicknames, teasing, physical violence, the avoidance of physical contact and interaction either to execute group activities in class, games during therecreation period, but also in spaces such as coffee shops, transport and libraries ”(Pineda, 2016).
IACHR (2011):
"At school my early years nobody wanted to share the seat with me (questionnaire: man, 55 years, Colombia)".
“I have felt discriminated to be black, especially in the Lyceum, I think it was my hardest time, seventh year of high school, my colleagues told me of oil pacifier for being chubby and for being black (in depth interview: Afro -descendant woman II) ".
"From my childhood I have suffered discrimination, teasing, or jokes for my skin color and the texture of my hair, in school, at the university (questionnaire: woman, 23 years, Colombia)" ".
The use of public transport is another space in which students of dissimilar ethnicities are segregated with offensive comments such as: "Indian passes back, do not stand standing, you seem dumb, give way and endless comments". It is for this reason that the "whites" and mestizos avoid relating to the Indians, indigenous, cholos and other ethnic groups of our homeland, because they are dreadful that they stick the ‘bad smell’ and the ‘pestilence’ of these ethnicities of these ethnicities. All these comments damage the integrity of the affected person (Torre Espinosa, 1996).
But these forms of racial exclusion in establishments are also manifested and carried out by teachers who sometimes promote racist habits and allegations in courses, thus contributing to the dismay and low self – esteem of the discriminated. (Pineda, 2016)
Carlos de la Torre (1996) conducted an interview with an Otavaleño indigenous child who was discriminated against his ethnicity and way of dressing. He suffered damage, not only verbal but also physical, by his classmates and teachers who called him Indian and punished him with rules unable to speak well. This is a clear evidence of racism that exists in the country, it is something that happens daily in the different educational institutions.
The history of the interviewee not only makes us known the discrimination suffered by the child, and as it is marked forever in him, but this narrative also helps to understand how the practices of racism are carried out. The experiences of this child with his teachers and colleagues of other ethnicities are often ofNinety concludes that: “Physical and psychological abuse is a daily practice in school.”The inquired says that he was subject to several physical punishments that teachers and classmates imposed. The use of different objects such as rules, rods and even the Ortiga Colman in the reports. Even, despite the fact that the philosophy of educators was’ the letter with blood enters’ it can be awarded that both Indians and white and mestizos were beaten, the stories of sanctions are going to the time with offensive insults such as: ‘Longo Rudo,Long Gross, Long Dirty, to take care of cows.’(Tower C. d., 1997)
On the other hand, psychological abuse is given by verbal and physical abuse to the student, and relies on premeditated behaviors, performed from a power posture and aimed at devaluing, doing psychic damage, lowering self – esteem and reducing the personal confidence of the victim, in this case the student. Thus, racial discrimination is a veteran that is lived in solitude, which remains silent because no one means that it has been segregated. So the injured experience different effects and psycho -emotional states such as: stress, insecurity, anxiety, isolation, distrust, feeling of not belonging, difficulties and fear of speaking in public, depression, among others (g., 2018).
These acts not only have an emotional and intrinsic impact on infants and young people hindering their interactive processes, and creating feelings of insecurity when relating to others;It also affects performance in the school environment. “Within the educational institutions, complicated processes are released that act in minorities of minorities. Various investigations have provided evidence that indicates that the low performance of some ethnic minorities is linked to the procedures of these schools ”(G., 2018). So, these acts of racism help the student want to leave school, which will translate into low schooling indices in the society that is being discriminated against.
conclusion
We have seen throughout this essay that racism is present practically in all areas of life such as culture, way of dressing, ethnicity or skin color. In the education of Ecuador and Latin America, racism is something that passes every day. These educational spaces are why racial discrimination is disseminated and propagated to Ecuadorian children and young people. The testimonies, the results of the interviews radiate the prejudices and racial distinction from the ideology of the whites and mestizos normalizing their superiority complex before the others and belittling the indigenous, Afro -descendants and ethnic remaining;This appraisal has been and is communicated in a practical form of generation to generation through the different education and socialization modules.
As I mentioned before, the different forms of abuse of racial discrimination can leave great psychological damage in the student and that brings many psycho -emotional problems that must be treated with professionals. Then we must raise awareness of Ecuadorian students so that this stop and there are no more discriminated children and thus have a full and pleasant education.
References
- Di Napoli, P. (2013). Violence, racism and school. The case of students typified as violent. Obtained from Educational Proposal, (39), 43-50: https: // www.Redalyc.org/article.OA?ID = 403041710006
- Espinosa, c. d. (nineteen ninety six). Racism in Ecuador: Experiences of the Indians of. Obtained from http: // libraryvirtual.CLACSO.org.AR/ECUADOR/CAP/20120928023907/TORRE.PDF
- Espinosa, c. d. (nineteen ninety six). Racism and daily life. Quito, Ecuador: caap. Obtained from http: // hdl.Handle.Net/10469/6059
- G., AND. P. (December 28, 2018). Racism wounds: psychosocial effects of racial discrimination on Afro -descendant people in Latin America. Obtained from the Central University of Venezuela: https: // Iberoamericasocial.com/las-diet-of-racism-efforts-psycho-from-of-the-discrimination-racial-in-the-people-Afro-descendants-in-America-Latin /latina/
- Illicachi Guzñay, J. (2015). Racism, neorracism and education. Obtained from Universitas. Magazine of Social and Human Sciences, (22), 95-115: https: // www.Redalyc.org/article.OA?ID = 476147262005
- Nery, J. A. (February 20, 2014). Beliefs about the concept of race in education professionals in Baja California. Obtained from http: // www.Scielo.org.MX/Scielo.PHP?script = sci_arttext & pid = s0188-70172014000200011
- Pineda, e. (2016). Discrimination Racia L and everyday life in Latin America: employment, education and media. Obtained from Venezuelan Journal of Cayuncture Analysis, XXII (2), 121-144: https: // www.Redalyc.org/article.OA?ID = 36451387007
- Torre Espinosa, C. d. (nineteen ninety six). Racism in Ecuador: experiences of middle -class Indians. Obtained from CAP, Andean Popular Action Center: http: // libraryvirtual library.CLACSO.org.AR/ECUADOR/CAP/20120928023907/TORRE.PDF
- Torre, c. d. (1997). ‘The letter with blood enters:’ racism, school and daily life in Ecuador. Guadalajara: Drew University.
- Torre, c. D. (s.F.). Racist rituals in schools. Obtained from Drew University: http: // library.CLACSO.org.AR/AR/BOOKS/LASA97/DELATORRE.PDF
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