Indigenous ethnoeducation in Colombia in the light of the new Latin American constitutionalism

Abstract

With the issuance of conventions 107 and 169 of the International Labor Organization, the rights of ethnic groups in the world began to be enshrined and recognized, among which the access and guarantee of their own education stands out. Likewise, the birth of the new Latin American Constitutionalism incorporated into new South American Constitutions was presented, which seek to protect the beliefs and highlight the traditions of indigenous peoples. Emphasizing that the National Constitution of 1991, which unlike its predecessor of 1886, is characterized by being multiethnic and multicultural. This article seeks
to understand, reflect and analyze the right to indigenous ethno-education in Colombia. Starting from a holistic vision from the dogmatic, constitutional and legislative theory to resolve the question, what have been the contributions made from the new Latin American Constitutionalism to the national indigenous ethno-education? This concern will be solved through this qualitative research, which allows determining, through the integrative socio-legal study, what constitutional advances and what contributions the dogmatists of the new constitutional current make to the struggles of indigenous people, for the vindication of their rights. Finally, the present study leads to glimpse if the structuring of the Colombian Political Constitution of 1991 and the new Latin American Constitutionalism, complement and support each other in an effective way to guarantee respect for the ethno-education of indigenous peoples, in terms of their customs, their indigenous way of educating oneself, of living their cosmogony and of choosing their own indigenous ethno-educator.