El aula indígena: un espacio para la reflexión y reconfiguración de la práctica docente

Abstract

The indigenous classroom represents a challenge for teaching practice, the difference in language generates several barriers that hinder the achievement of learning objectives, as well as comprehensive training. The results described are part of an innovation project aimed to transform teaching practice, given that reflection supported by action research is a fundamental tool for improvement. This work reflected the change of a teacher who analyzed her own practice to modify the vision of what indigenous education implies. Better conditions were generated through innovation in a socially disadvantaged context, which, at the same time, shaped a new teaching identity.