Applied research on intercultural bilingual education : some epistemological considerations

Publisher\nAcknowledgements\nTable of contents\nbook_2012_text_english-b5-tekstiosa.pdf\n	Preface\n	Introduction\n	2 Socio-political context\n	3 Composition of the population and social actors\n	4  Educational tendencies in Licuador\n	5 Educational challenges rising from EIB\n	1 Geopolitics of school knowledge and education\n		2.1  Arutam and the knowledge of the Shuar\n		2.2  Spirituality and knowledge in the Achuar cosmovision\n		2.3 The A’I: Harmony with nature and sufficient consumption at the centre of their knowledge\n	3 Time and space in the knowledge of Ecuadorian Amazon people\n		3.1   Time and space in the Shuar world\n		3.2 Time and space in the Achuar world\n		3.3 Time and space in the world of the A’I\n	4  Closing thoughts\n	1 Goals\n	2 Specific epistemologies?\n	3 Two questions for an intercultural viewpoint\n		3.1    Systemization\n		3.2 Asking? Answering?\n	4  Interculturality as a condition of specific methodology\n		4.1  Culturally participatory research: practical questions\n		4.2 Stages or steps to implement participation\n		4.3 Some considerations\n		4.4 Organization of the CILA to carry out the work\n	5 Conclusions\n	1 Socio-political context of the Mayan People in Guatemala\n	2 The importance of the Mayan epistemology in the area of research for developing intercultural bilingual education\n		2.1 What do the Mayan People understand by investigation?\n	3 Interpretation of the results\n	4  Minimum criteria for identifying Mayan knowledge\n		5.1 Participatory planning of the research\n		5.2 Selection and training of investigators\n		5.3 Methodology of the research process under the responsibility of the Institute of Linguistics of the Rafael Landívar University of Guatemala\n	6  Results and previewed uses\nbook_2012_text_english-b5-tekstiosa.pdf\n	Preface\n	Introduction\n	2 Socio-political context\n	3 Composition of the population and social actors\n	4  Educational tendencies in Licuador\n	5 Educational challenges rising from EIB\n	1 Geopolitics of school knowledge and education\n		2.1  Arutam and the knowledge of the Shuar\n		2.2  Spirituality and knowledge in the Achuar cosmovision\n		2.3 The A’I: Harmony with nature and sufficient consumption at the centre of their knowledge\n	3 Time and space in the knowledge of Ecuadorian Amazon people\n		3.1   Time and space in the Shuar world\n		3.2 Time and space in the Achuar world\n		3.3 Time and space in the world of the A’I\n	4  Closing thoughts\n	1 Goals\n	2 Specific epistemologies?\n	3 Two questions for an intercultural viewpoint\n		3.1    Systemization\n		3.2 Asking? Answering?\n	4  Interculturality as a condition of specific methodology\n		4.1  Culturally participatory research: practical questions\n		4.2 Stages or steps to implement participation\n		4.3 Some considerations\n		4.4 Organization of the CILA to carry out the work\n	5 Conclusions\n	1 Socio-political context of the Mayan People in Guatemala\n	2 The importance of the Mayan epistemology in the area of research for developing intercultural bilingual education\n		2.1 What do the Mayan People understand by investigation?\n	3 Interpretation of the results\n	4  Minimum criteria for identifying Mayan knowledge\n		5.1 Participatory planning of the research\n		5.2 Selection and training of investigators\n		5.3 Methodology of the research process under the responsibility of the Institute of Linguistics of the Rafael Landívar University of Guatemala\n	6  Results and previewed uses