CURRICULUM OF NON-FORMAL PROFESSIONAL EDUCATION PROGRAMS FOR REPRESENTATIVES OF INDIAN GROUPS IN MEXICO

Abstract

The article presents the results of scientific-pedagogical research aimed at examining the content of curricular proposals for non-formal professional education programs for representatives of Indian ethnic groups in Mexico on the example of projects «Bilingual Integrated Indians» and «Bilingual Indians with Spanish as a Second Language» based on the state model of education for life and labor. According to the analysis of the development of the curriculum of programs for non-formal professional education of Indians in Mexico, the authors found that the education of Indians is a priority of the Ministry of Education of Mexico. The Sectorial Educational Program 2020-2024 (Programa Sectorial de Educación 2020-2024) emphasizes that in all parts of the country where people of different ethnic groups live, the curriculum of basic education programs must be adapted to the needs of this category of the population; instruction must be in both Spanish (national) and Native American languages spoken by students. The scientific-pedagogical analysis allowed authors to identify the following features of programs for non-formal professional education of Indians in Mexico: flexibility; variety; innovation; inclusive nature; organization according to the modular system; combining curricula for primary and lower secondary education; recognition of previous knowledge, skills, abilities of an adult student; high level of technological support; use of relevant didactic material; development of textbooks not only in Spanish but also in 63 languages of Indian ethnic groups; inclusion in the curriculum of special courses in traditional Indian crafts. The authors believe that the innovative and inclusive programs of non-formal professional education of Indians in Mexico are of particular interest. Their innovation is that they are designed so that students have the opportunity to choose the courses necessary for their work, as well as to accredit some subjects in different educational institutions. They make extensive use of technological means of learning through «public areas» and «gathering places». Their inclusiveness is expressed in the introduction of alternative subjects into the general course, which motivate different categories of the Indian population to study; as well as in the development of special courses for housewives, peasant farmers, artisans, etc.

Key words: Mexican adult education system; education of representatives of Indian ethnic groups; curriculum of non-formal professional education programs; projects «Bilingual Integrated Indians» and «Bilingual Indians with knowledge of Spanish as a second language».