| Popis: |
This research, prepared as a requirement to obtain the degree of Bachelor in Library and Information Science, its central axis is to analyze the cultural correspondence of the bibliographical collections located in the libraries of primary schools in northeastern Argentina, under the Intercultural Education modality Bilingual (EIB). It specifically addresses the aboriginal linguistic situation of the region, the educational demands of the indigenous communities and the legal presence of the EIB modality in the four provinces that make up the northeast of the country (Chaco, Corrientes, Formosa, Missions). Although there is abundant literature on this educational system for indigenous families, the context of the library has been scarcely explored, especially its incidence at the level of research school. It sought to investigate whether this type of information units have collections that are potentially useful for teachers, if they work bilingual oral documents about the original cultures, if they participate together with the families of the students and the community of teachers in activities related to cultural identity, if they possess artifacts, objects and instruments of a museological nature about cultures. That is, all kinds of documents, materials and services that are related to the educational content implemented in this modality. It was considered appropriate situate the experiences of indigenous libraries in connection with primary school at the Latin American level, as well as analyzing compliance with the manifestos on school libraries prepared in the region by institutional referents of Library science. The study population analyzed consisted of those responsible for the Libraries located in elementary schools in northeastern Argentina. It was investigated in the characteristics of the services, collections, materials and activities of each unit of information, through surveys sent by email and whatsapp staff of each teacher, librarian. Regarding the methodological framework, it has been applied the qualitative-quantitative method. As a data intake technique, surveys and interviews were sent Semi-structured with open and closed questions. It should be noted that for the pandemic context in which the investigation began, the degree of teacher participation was marked by remote work on the part of of its authorities, as well as the inaccessibility of many schools located in rural areas, without access to telephone networks or Internet connection. This situation led to the consultation of numerous referents of indigenous associations, who provided a large number of contacts with extensive knowledge of the activities in their libraries. |
