The Analysis of Intercultural Bilingual Education In Indigenous Communities: A Case Study In Regular Basic Education

Intercultural Bilingual Education (IBE) seeks to provide an educational experience that respects and values the cultural and linguistic diversity of indigenous peoples. This study aimed to analyze the implementation of IBE across initial, primary, and secondary education levels in indigenous communities of the Amazon region. A qualitative methodology was employed, involving interviews with teachers at all three educational levels, representatives and specialists from the Local Educational Management Unit (UGEL), parents, and leaders of native communities (Apus). The research, focused on the Awajun and Wampis communities, uncovered a complex educational landscape marked by pedagogical challenges, institutional constraints, and an urgent need for cultural preservation. Findings indicate that the current education system contends with serious obstacles, including inadequate infrastructure, limited resources, student disengagement, and low parental involvement, while striving to implement an intercultural model that integrates traditional knowledge, reinforces cultural identity, and promotes bilingualism. Rather than functioning solely as an educational framework, IBE in these communities operates as a form of cultural resistance and identity preservation.