De la Escuela Propia a la Eib y la Interculturización del Sistema Educativo Ecuatoriano: Paradojas, Alternativas Pedagógicas Y Desafíos Docentes

This paper presents a historical overview of indigenous education and intercultural bilingual education in Ecuador and the possibilities of interculturalization of Ecuadorian education. We locate the developments of the country's own education and intercultural and intercultural bilingual education experiences as educational and pedagogical alternatives that emerge between the fissures, between the interstices of the prevailing educational system of conventional, homogenizing, integrationist education. The own school and the EIB, arise from the great capacity of agency of the individual and collective social subjects themselves, their commitment to the transformation of their own educational and social reality. Through agency, they manage to install school systems that are pertinent to their educational needs, always in relation to their context and community. First the schools themselves and then the intercultural bilingual schools as alternative educational and pedagogical practices question the integrationist, colonizing education of a single matrix and as practices they contribute to the construction of an "other" society, resulting from the centennial resistance processes, from the agency of social movements and their historical struggles for vindication, constitute the basis that manages to install the recognition at a legal level, in the Ecuadorian legal framework and in the national educational policy, of the need and obligation to attend to the social, ethnic, cultural and linguistic diversity of the country. From its postulates, the ideas of good living and the notions of interculturality, plurinationality, multilingualism and dialogue of knowledge are incorporated into the national educational regulations. In its proposals we find the foundations that highlight the need to interculturalize the Ecuadorian educational system and education for the practice of interculturality, without this meaning educational homogenization or the loss of cultural and linguistic specificity required by intercultural bilingual education. Finally, we analyze the successes and paradoxes of intercultural education from the perspective of sociocultural relevance. Finally, we analyze the challenges faced by teachers and their educational work in contexts of socio-cultural diversity. Together with this, we propose the need for teacher training oriented towards a teaching committed to the educational needs of the subjects being educated and with a deep historical commitment to the excluded and subalternized.