“I want to study for my community”. Educational Trajectories of Toba/Qom and Mbyá Guaraní Women Teachers in Argentina

Abstract

Within Intercultural Bilingual Education studies, formative experiences of indigenousteachers have been little explored, even more when considering women teachers. Thisarticle addresses two big challenges, as we first attempt to relate the formative expe-riences of Toba/Qom and Mbyá Guaraní women teachers from two provinces (Chacoand Misiones) with different trajectories in their schooling. The second challenge istheoretical and methodological, as we aim to introduce life histories within an ethno-graphic approach. We systematize topics such as: intergenerational changes, genderrelationships, cultural knowledge and school, religious formative experiences, linguisticcapacities, identification processes, teacher training and role.