Diseño de un Modelo de Formación de Profesores Eberâ Eyâbida; para la Alfabetización de Estudiantes Indígenas Bilingües Interculturales

The primary purpose of the research was to design a teacher training model for pedagogical facilitators or Êberâ Eyâbida indigenous teachers, aiming to enhance their teaching practices in the literacy process of bilingual intercultural indigenous students. A qualitative approach methodology was proposed, utilizing a structuralist epistemic model and an ethnographic design. The study population consisted of indigenous teachers, both tenured and contracted, as well as teaching aspirants, with educational backgrounds ranging from bachelor's degrees and high school diplomas to technical and postgraduate qualifications. They serve at educational levels from early childhood education—Transition, primary education, and secondary education in schools or colleges within the Êberâ Eyâbida reserves and communities. The data obtained were validated and analyzed using ATLAS.ti software. Additionally, triangulation and information cross-checking were employed to ensure greater validity and reliability of the findings and results. Based on the analysis conducted, the following conclusions were drawn: 1. Limited specific training restricts indigenous teachers' ability to implement effective and culturally relevant pedagogical practices that align with the realities of their territories and educational globalization. 2. There is a need for on-site advisory or accompaniment to support contextualized planning and the continuous improvement of intercultural pedagogical practices and the effective integration of native language instruction. 3. The development of educational materials in the mother tongue, combined with Spanish, is crucial to enhance comprehension, strengthen cultural identity, and promote bilingualism. 4. It is necessary to integrate traditional educational philosophy with Western approaches to consolidate a holistic teaching approach. 5. Policies recognizing cultural diversity and strengthening indigenous participation in educational management should be promoted. 6. The teaching of cultural practices should be integrated to preserve the identity of the Êberâ Eyâbida people within curricular models and processes such as SEIP, PECBIA, and SEIPIA. 7. Teacher training in the micro-center or "house of knowledge" is essential, as it provides specific tools for teachers to develop educational resources from their context and integrate the perspective of intercultural bilingualism, worldview, and cosmogony into teaching and their territories.