Los niños del pueblo originario en el sureste mexicano y la educación intercultural bilingüe
Bibliographic record
Abstract
En este artículo describimos la situación actual de algunos programas bilingües implementados en regiones habitadas por pueblos originarios en México. Asimismo se discuten las deficiencias y las graves consecuencias que dichos programas han tenido en los pueblos originarios al igual que en sus lenguas y culturas. En este texto se enfatiza la importancia, el valor y la urgencia de otorgar una educación intercultural bilingüe de calidad a los niños indígenas mexicanos es por ello que en el presente se proporcionan las características de verdaderos programas bilingües y se compara el tipo de educación bilingüe implementada a niños indígenas mexicanos con el programa de inmersión canadiense (o mejor conocido como programa de inmersión en francés) por ser un modelo educativo que podría usarse y adaptarse al contexto de México. Palavras-chave Educación bilingüe. Educación indígena. Niños. México. Bilingual Education in the Mexican Context: Indigenous Children’s Reality Abstract This article describes the current situation of some bilingual programs implemented in regions inhabited by indigenous peoples in Mexico. Also, the deficiencies and the negative effects that these programs have had on indigenous communities, their languages and cultures are mentioned. On the other hand, the importance, the value and the urgency to implement quality intercultural bilingual education for Mexican indigenous children are also emphasized. This work underlines some of the key characteristics that bilingual programs need to have. In addition, the type of bilingual education Mexican indigenous children have received is compared to Canadian Immersion Programs (better known as French Immersion Programs) since some aspects of this model could be used and adapted to bilingual education in Mexico. Keywords Bilingual education. Indigenous education. Mexico.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".