Diálogo de saberes y educación intercultural bilingüe en la Amazonía peruana: reflexiones desde FORMABIAP
DOI:
https://doi.org/10.52980/my6zcv52Keywords:
Intercultural Bilingual Education, Biosocial Pedagogy, Indige- nous Languages, Cultural Revitalization, EthnobotanyAbstract
This study analyzes the dialogue of knowledges in intercultural bilingual education through the case of FORMABIAP (Program for the Training of Bilingual Teachers of the Peruvian Amazon). Its objectives are to examine this approach, assess its role in linguistic and cultural revitalization, describe concrete pedagogical experiences such as a workshop on medicinal plants, and identify tensions between state and Indigenous educational models. Using a qualitative methodology based on the analysis of institutional documents and testimonies, the study shows that intercultural dialogue is only effective when supported by horizontal relationships and epistemological recognition.
Among the findings, the FORMABIAP case demonstrates that alternative educational proposals can be developed, grounded in biosocial pedagogies closely linked to their territories. The specific case of knowledge related to medicinal plants shows how the loss of linguistic knowledge is closely intertwined with the loss of knowledge essential for life in Indigenous communities of the Peruvian Amazon. These perspectives broaden the horizon of intercultural education by revealing that learning cannot be reduced to the school space, but rather emerges from the dynamic relationship among people, ecosystems, and shared collective memories.
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