Browsing by Author "Trapnell, Lucy"

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    Desde la Amazonía peruana: aportes para la formación docente en la especialidad de educación inicial intercultural bilingüe
    (Pontificia Universidad Católica del Perú. Fondo Editorial, 2011) Trapnell, Lucy
    From the Peruvian Amazon: Contributions for teacher training in intercultural bilingual early childhood educationThe promotion of universal access to early childhood education should be accompanied by a serious analysis and reflection on the impact it can have on the primary socialization of native children. In this context it is essential to guarantee the existence of teacher training programs conscious of the relation between apprenticeship and culture which offer their students inputs that allow them to value, complement and enrich the educational processes which occur at home and in community settings. This paper presents some core issues of two curricula developed by and for Amazonian indigenous peoples. Even though both guidelines have been designed in Amazonian contexts, and respond to the needs and demands of Amazonian indigenous organizations, the topics included in this document may be used as referents for the critical examination of the way in which early childhood teacher training in intercultural bilingual education is being approached in other contexts.
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    Las voces de los conocedores y conocedoras de los pueblos originarios en la formación docente
    (Pontificia Universidad Católica del Perú. Fondo Editorial, 2017-12-15) Trapnell, Lucy
    During the last decades the need to question the way in which knowledge is constructed as well as its relation with power issues has come forward. An important innovation in some teacher training colleges and conventional universities is the redefinition of the teaching staff. They have included indigenous elders as an attempt to open higher education to the inclusion of new actors and new voices. However, in this article I argue that the participation of indigenous elders in teacher training processes, does not necessarily guarantee the development of practises that will highlight the existence of ways of thinking alternative to hegemonic knowledge nor the multiple ways in which knowledge is produced. For this to happen consciousness must be gained regarding the complex relations between knowledge and power, and the way in which it is expressed in higher education in general and in specific academic spaces. Drawing from the experience of the Teacher Training Programme of the Peruvian Amazon (Formabiap), which I have accompanied during the last 29 years, I sustain my argument with information gained through my direct experience with the Programme and from documents, studies and internal and external evaluations of its process.