Indigenous education
In Mexico, like in many countries of the world, there is a great variety of culturally different social groups, that now and for a long time have coexisted without losing their cultural identity. All of them are related to each other and formed what it has given to be called multicultural society. In Yucatan education is offered to the Mayan-hablante population by means of the Subdivision of Indigenous Education that offers to bilingual intercultural educative attention to the children and the children of the levels initial, prescholastic and prim
ary. This educative alternative is an intervention form that recognizes and takes care of the cultural diversity and linguistic, it promotes the respect to the differences, tries the formation of the national unit, from favoring the fortification of the local, regional and national identity, as well as the development of attitudes and practices that tends to the search of the freedom and justice for all.
Legal Marco: Normative documents 1. The Political Constitution of Mexico in its articles 2o. and 3o. 2. The General Law of the Education in Mexico. 3. The General lineamientos for the Bilingual Intercultural Education for the Indigenous Children and Children.
The Bilingual Intercultural Education is characterized by:
1. To offer opportunities of learning by means of the identification, definition and complementariness between local, state, national and world-wide knowledge.2. To fortify the ethnic identity of the students, as well as state, national and world-wide identity.
In Yucatan, the Bilingual Intercultural Education that is developed in the schools of the average native become attached the plan and programs of primary education, as well as of the general lineamientos for the Bilingual Intercultural Education (1999). The Subdivision of indigenous Education offers the following services:Bilingual intercultural initial and prescholastic education Bilingual intercultural Primary educationKo program '''' one '''' ex- Kanik maaya
ary. This educative alternative is an intervention form that recognizes and takes care of the cultural diversity and linguistic, it promotes the respect to the differences, tries the formation of the national unit, from favoring the fortification of the local, regional and national identity, as well as the development of attitudes and practices that tends to the search of the freedom and justice for all.Legal Marco: Normative documents 1. The Political Constitution of Mexico in its articles 2o. and 3o. 2. The General Law of the Education in Mexico. 3. The General lineamientos for the Bilingual Intercultural Education for the Indigenous Children and Children.
The Bilingual Intercultural Education is characterized by:
1. To offer opportunities of learning by means of the identification, definition and complementariness between local, state, national and world-wide knowledge.2. To fortify the ethnic identity of the students, as well as state, national and world-wide identity.
In Yucatan, the Bilingual Intercultural Education that is developed in the schools of the average native become attached the plan and programs of primary education, as well as of the general lineamientos for the Bilingual Intercultural Education (1999). The Subdivision of indigenous Education offers the following services:Bilingual intercultural initial and prescholastic education Bilingual intercultural Primary educationKo program '''' one '''' ex- Kanik maaya
Initial education
.Nonescolarizado is a service, that takes the atmosphere from the family as it bases pedagogical for the profit of his aims.Its main intention is to favor the integral development of the smaller indigenous boy of four years of age, from the knowledge that the parents, 
members of the community, have about well-taken care of of the pregnant woman and young the development and of up to four years.
Cover of Attention: 97 centers of indigenous initial education
Material of support for indigenous the initial education:Lineamientos of initial education for indigenous zones.Module of practices and habits of raising of the indigenous boy of 0 to 4 years and others.Preescolar education.This level of Indigenous Education takes care of the Mayan population of 4 to 5 years of age. It must like intention consolidate between the children and the children the respect and the enrichment of his cultural and linguistic inheritance, in addition that promotes the knowledge acquisition, abilities, skills, habits, attitudes and values, as well as the development of the competitions in Mayan and Spanish.
members of the community, have about well-taken care of of the pregnant woman and young the development and of up to four years.Cover of Attention: 97 centers of indigenous initial education
Material of support for indigenous the initial education:Lineamientos of initial education for indigenous zones.Module of practices and habits of raising of the indigenous boy of 0 to 4 years and others.Preescolar education.This level of Indigenous Education takes care of the Mayan population of 4 to 5 years of age. It must like intention consolidate between the children and the children the respect and the enrichment of his cultural and linguistic inheritance, in addition that promotes the knowledge acquisition, abilities, skills, habits, attitudes and values, as well as the development of the competitions in Mayan and Spanish.
Department of Educative Development
To title: Profr. Antonio Ku and LopezAddress: Street 28 Not 166 with 7y 7A, Col. Garci'a GinerésTelephone: 920-45-55, ext. 100, 101 and 102
ObjectiveIt coordinates all oriented institutional action to the support of the educational work in the area of the bilingual education. Structure with base in a diagnosis of the services that concluded in the last cycle scholastic in that necessities of attention of different headings like the institutional coordination, a agreed culture of planning were observed and evaluation, practices with the present educative approaches, a greater profesionalización and one better entailment with family parents
The institutional coordination improvement with political-administrative measures of the Subdivision and those of pedagogical technical order that settles down in this department. The other aspects are taken care of by means of five coordinations:
Coordination of evaluation
Coordination of technical-pedagogical consultant's office
Coordination of professional overcoming
Coordination of curricular developmen
tCoordination of social participation.
Evaluation A group of pursuit and evaluation formed by four people exists. This group began to work of experimental way as of 2000 and at the moment its operation was made official. In 2002 it concluded a study that appeared to diagnosis way and is serving to untie processes of evaluation in each one of the regions. These evaluations look for to provide information on the educative and scholastic processes that allow the guessed right taking of decisions actually educational or in the one of technical support of the institution.
The own Main directorate of Educación Indígena (DGEI) orchestrated a national alert network of evaluation of the indigenous education (Rineei) of which our organization comprised. As of January of 2002. this network it will allow the evaluation group to have information on processes, products and information of developed similar actions in other states of the country in which indigenous education exists. The own group of this State will be able to present/display in this network the results and products of its work.
Technical-pedagogical consultant's officeThe coordination of consultant's offices has six pedagogical advisers technical (ATP) located in different scholastic zones from the state. Each ATP advises two schools to which denominated Cadeib that means “Center of Attention for the Development of the Bilingual Intercultural Education” and in them different strategies are applied that they have like aim to cause the development of the oral and written Mayan language. In common agreement with the coordination of curricular development a text in Mayan language has been designed that has been sent to the DGEI for its edition and reproduction.Another team of advisers has developed by its initiative a project by means of which impels similar actions to the previous one. its work of consultant's office in diverse schools of the State has obtained consisting of text products written up by the children Mayan, one of who also will be published and reproduced to be distributed to the schools of our State.
Curricular developmentAs it leaves from the action of is coordination have visited bilingual primary schools to design texts in Mayan language. Another excellent action is the participation in the project of curricular redesign of the prescholastic education that is impelled in the national scope. To the date is the state equipment in actions of sensibilización between educational, supervisors, state heads of zones and authorities.
Professional overcomingThe coordination of professional overcoming is in charge of everything what to update, qualification and profesionalización it talks about. In addition to distributed the general factories of update in August, it has coordinated with other instances like the CAM (Centers of Teachers), diverse courses directed to the technical personnel and the educational ones. Another event that it promotes is the graduate of bilingual intercultural education, coordinated by the DGEI, to which educational ones registered 219, in its majority of Indigenous Education, because also is personnel of education of adults, the Conafe and the INI.
Social ParticipationThis coordination has the task of compiling information related to the participation that must have the parents of family in the processes related to the educative task.
