La institucionalización de la educación indígena en Bogotá: una aproximación a la configuración de la Casa de Pensamiento Intercultural Kichwa Wawakunapak Yachahuna Wasi
Thesis
The struggles for the recognition of the cultural difference in the educational field, the emergence of ethnic public policies and the materialization of indigenous education scenarios in urban contexts, offer a wide field of studies for Social Sciences in Colombia. In Bogotá, indigenous Cabildos have at different times organized political and social struggles that demand the recognition of their own education as a differential right of the indigenous peoples that inhabit the city. Indigenous demands have resulted in the materialization and institutionalization of educational scenarios such as Casas de Pensamiento Intercultural (CPI). In this thesis, I present an ethnographic approach to the process of configuring the CPI Kichwa Wawakunapak Yachahuna Wasi (CPIK) and the way in which it is part of the policies of ethnic recognition in Bogotá. The CPIK is an indigenous pre-school run by Secretaría Distrital de Integración Social (SDIS), an institution that shares administrative functions of the pre-school with the Cabildo Mayor Indígena Kichwa. The officialization of the Kichwa educational proposal sets up a scenario of paradoxical ethnic recognition in which the understandings and interests that different actors have about indigenous education in the city are disputed and negotiated. Although the materialization of the pre-school reflects an important advance towards the recognition of differential rights for the Kichwa and the political strengthening of their organizational process, the institutionalization of the CPIK ends up legitimizing the multicultural discourses of attention and management of cultural differences.
