Indigenous memories and knowledge: intercultural experiences and education in the southwest of the province of Buenos Aires

Abstract

In this article I present an analysis on the processes of indigenous knowledge and memory production in different educational contexts in the southwest of the province of Buenos Aires (Argentina), based on an ethnographic investigation. The objective of this article is to analyze the different meanings that are being disputed around various intercultural educational proposals that were deployed in experiences where referents of indigenous peoples participated. The work is divided into two parts, in the first one I will address the theoretical frameworks that are articulated in three major conceptual nuclei: knowing and doing, memory and intercultural as a field of dispute. In a second part, I will describe different experiences of education and interculturality according to three axes: a) educational policies and interculturality, b) indigenous self-management of debates on intercultural education, and c) the dissemination of indigenous knowledge and memory in a program aimed at young people in contexts of social vulnerability. This allowed me to build a broader vision on education that exceeds state intercultural educational policies and put these situations in dialogue with other instances of transmission of memories and knowledge in non-school spaces.