The construction of the “appearance in lack” of indigenous teachings in Mexico and Michoacán ; La construcción del “aparecer en falta” de las docencias indígenas en México y Michoacán

This article synthetizes historical and contextual elements of the configuration of indigenous teachings in México, in general, and in P’urhépecha of Michoacán, in particular. This seeks to reveal social and power constructions that has been naturalized in the indigenous school education, where scientism discrimination starting with the anthropological experimentation, political and institutional disdain, exclusion of indigenous people from the design of their own education as well of the lack of resources have generated a deficient historical construction: a “appear lacking” of indigenous teachings, which are not considered sufficiently “cultured” or prepared. Indigenous teachers, historically, have been denied participation in their own curricular designs, material, pedagogical, theoretical and academic resources, relegating them to the background of the National Educational System. This article derives from doctoral research on P’urhépecha teachings in Michoacán. The research’s perspective used was qualitative, using ethnographic research strategies which included common/shared reflexivity processes with a group of basic education teachers belonging to the P’urhépecha people, who are also trainers of indigenous teachers in Michoacán. Arguments discussed with P'urhépecha teachers and the documentary research that supports the idea of “appear lacking” in indigenous teachings are presented. ; Este artículo sintetiza elementos contextuales históricos y actuales de la configuración de las docencias indígenas en México, en general, y p´urhépecha de Michoacán, en particular. Con esto se busca develar las construcciones sociales y de poder que se han naturalizado en la educación escolar indígena, donde la discriminación cientificista a partir de la experimentación antropológica, el desdén político e institucional, la exclusión de los pueblos originarios del diseño de su propia educación y la falta de recursos han generado una construcción histórica deficitaria: un “aparecer en falta” de las docencias indígenas, las ...