Education in Macehual Mayan Institutions
This study aims to identify and describe several indigenous educational processes in place at a Macehual Mayan common holding from Quintana Roo, Mexico. It includes an analysis of both, the local Macehual Mayan institutions and the educational institution
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Education in Macehual Mayan Institutions Axayácatl Segundo Cabello, Ma. Eugenia García Contreras, and Abraxas Segundo García
Abstract This study aims to identify and describe several indigenous educational processes in place at a Macehual Mayan common holding from Quintana Roo, Mexico. It includes an analysis of both, the local Macehual Mayan institutions and the educational institutions of the Mexican state. It also examines the role of the indigenous educational system in access, use, and management of local natural resources, upon which external development programs are based. A transdisciplinary approach was applied to examine the two types of educational processes occurring in Xhazil Sur y Anexos. Results show that some Mayan educational institutions, such as the Milpa or the slash-and-burn shifting agriculture serves a function in transmission of knowledge from one generation to another, and therefore supports permanence of Mayan identity in the region and of their culture in general. The chapter also presents a discussion on conflicts, trends, and future scenarios for the Mayan people as a consequence of the current Mexican public policy on education. Keywords Educational institutions · Non-formal education · Indigenous education · Mayan institutions · Milpa
3.1 A Short Review of the Concept of Institution When talking about institutions in Mexico, the term is usually associated with a set of legal entities established by some level of government (federal, state, or municipalities), either in the field of organization of individuals or the organization of the A. Segundo Cabello (*) Área de investigación, Centro Regional de Educación Normal Javier Rojo Gómez, Bacalar, Mexico e-mail: [email protected] M. E. García Contreras División de Ciencias Sociales y Económico Administrativas, Departamento de Ciencias Jurídicas, Universidad de Quintana Roo, Chetumal, Mexico e-mail: [email protected] A. Segundo García Interdisciplinary Maya and Nature Studies Group (EIMyN), Chetumal, Mexico © Springer Nature Switzerland AG 2020 M. Arce Ibarra et al. (eds.), Socio-Environmental Regimes and Local Visions, https://doi.org/10.1007/978-3-030-49767-5_3
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structures of the government. A similar association occurs when mentioning educational institutions, which are associated only with those established, through legislation, as part of the national educational system. In this section, we introduce a brief review of this concept and the process to construct it. Afterwards, to establish the theoretical position that is used in this research and to provide examples and arguments which can assist people in identifying institutions within different areas of society, we address the characteristics of the three main currents of thought regarding institutionalism. This background is useful to recognize the Mayan Milpa, a form of social organization, an institution of the Macehual Maya people of Quintana Roo, Mexico. The term institution has its origin in two terms; the Latin term institutĭo, wh
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