Las experiencias del Barrio Toba y Pampa del Indio : procesos de construcción de autonomía en el sistema educativo de la provincia del Chaco (2010-2014)

Abstract

El objetivo de este trabajo es analizar la vinculación de estas experiencias con la construcción de la educación de gestión comunitaria en la provincia, a partir de una descripción sintética de las experiencias y de la participación de sus organizaciones en el proceso de elaboración y sanción de estas leyes. Se postula que los logros de mayor autonomía de las comunidades y organizaciones indígenas en las definiciones de política educativa y en la gestión de las instituciones son resultado de su presión en los ámbitos de lo público y del Estado, y de un contexto de emergencia étnica que posiciona a las organizaciones indígenas como un actor central que impacta en las políticas desplegadas por el Estado.

Autonomy in defining, managing and governing educational institutions for their communities entails an important demand of the Qom, Wichí and Moqoit peoples in the Chaco province. In the period spanning 2010-2014, important degrees of autonomy were reached for the indigenous organizations in the normative domain by passing two fundamental laws: the provincial Law of Education Nº 6691/2010, and the Law of Public Education for Indigenous Intercultural Bilingual Community Managing Nº 7446/2014. The formulation and sanction of the law which establishes the community managing education, and the articles regarding the indigenous peoples in the case of the provincial Law of Education, were the results, mostly, of the increasing pressure of the indigenous communities of the province and their participation in the different instances. Two of the communities of the province which took part in the process were the community of Barrio Toba from Resistencia city and the one from Pampa del Indio. They made concrete contributions and requests for defining community managing education arising from autonomy experiences which were well under way even before the inclusion of this figure in the corresponding norm. The aim of this paper is to analyze the link between those experiences and the construction of the community managing education in the province starting from a synthetic description of the experiences and the participation of the organizations in the making and passing processes of these laws. It is postulated that the major autonomy achievements in the indigenous communities and organizations, as regards educational policies definitions and institutional management are the result of their pressure over the public and the State domains. Besides, an ethnic emerging context which puts the indigenous organizations up with a central role which, in turn, makes an impact over the policies deployed by the State.