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Comunidades Remotas en Surinam/ Remote Communities in Suriname Dr. Ellen-Rose Kambel, Rutu Foundation for Intercultural Multilingual Education Resumen Overview • Introducción • Introduction • Desigualdades en la educación urbana y del interior • Disparities in education between the city and the interior • ¿Qué hay detrás las desigualdades? • What is behind the disparities? • Un nuevo currículo inclusivo • A new inclusive curriculum 2 Suriname • Antigua colonia holandesa • Independiente: 1975 • Población: 540.000 (censo 2012) 3 Background étnico de la población Ethnic background of the population • Hindus: 27% • Hindustani (East Indian): 27% • Negro (criollos): 16% • Black (Creoles): 16% • • Javanès (Indonesios): 14% Javanese (Indonesian): 14% • Maroons: 22% • Cimaronnes: 22% • Indigenous: 4% • Indígena: 4% • Other/Mix: 17% • Otra/Mezcla: 17% Source: Censo 2012 4 Idiomas de Suriname Languages spoken in Suriname Indigenous languages/ Lenguas indígenas • En total: más de 20 lenguas Arowakan Arowak, Lokono, Loko dyan languages • Una lengua oficial/ lengua de enseñanza: el Mawayana (nearly extinct) holandés • Cariban/Carib Lingua franca = Sranan Carib, Kari’na, Kalinya languages • Todas las lenguas indígenas están en peligro Trio, Tirió Wayana Akuriyo Sikiana Tunayana-Katwena Waiwai • In total more than 20 languages spoken • Only one official language/language of Warao languages Warao (believed to be extinct) instruction: Dutch • Linga franca is Sranan • All the indigenous languages are endangered Idiomas de Suriname Languages spoken in Suriname Creole languages /Lenguas criollos Asian languages/ Lenguas asiaticas Plantation/City Sranan, Sranan Tongo Creole Maroon languages Saramaccan, Saamaka Asian Hakka Chinese Matawai Aukan, Ndyuka Surinamese Aluku, Boni Sarnámi, Hindustani Paramaccan, Paamaka Kwinti Surinamese Javanese Ndyuka-Trio Caribbean Creole Guyanese Creole Other Asian Lebanese, Lebanese Arabic Haitian Creole languages European languages Dutch, Surinamese Dutch Mandarin Chinese English, Guyanese English Northern Chinese, Wu, Min, Yue, Kejia (Chinese Dialect Groups)* Portuguese, Brazilian Portuguese Spanish French Kari’na & Lokono Indigenous Peoples PueblosIndígenas/ IndigenousPeoples/ Pellentesque habitant morbi Lokono (Arowak) tristique senectus et netus et Karin’a (Carib) malesuada fames ac turpis egestas. Tiriyo (Tareno) Proin pharetraTiriyo nonummy& Wayana pede. Wayana Mauris et orci • Ca. 20,000 personas • Comunidades pequeñas, muy separadas • Small communities, widespread 7 Maroons Maroons Indigenous Peoples Pellentesque habitant morbi Los pueblostribales/ Maroons tristique senectus et netus et malesuada fames ac turpis egestas. • 5 grupos distintos/ different groups Proin pharetra nonummy pede. • descendientes de los esclavos fugitivos africanos/ descendants of runaway African slaves Mauris et orci • Sus propias lenguas, culturas y gobiernos/ own languages, cultures and governments 8 La lejanía como factor de riesgo de exclusión en la educación Remoteness as risk factor for exclusion in education Zona urbana Urban Urban • Población: mezclada/mixed population Rural • Paramaribo: 40% de la población total Urban (censo 2012) Interior/Sipaliwini Interior • Población/population: * • 14% Indígena/Indigenous District of Sipaliwini • 78% Cimarrones/Maroon • Sipaliwini: 7% de la población total (census 2012) 9 Disparidades educativas entre la ciudad y el Interior Education Disparities between the City and the Interior Tasa neta de escolarización: nacional Net Attendance Rate: National • Source: UNICEF MICS 2019 Escuela secundaria superior (2-3 años) Upper secondary 31% 16-19 yrs old Escuela secundaria inferior (4 años) Lower secondary 62% 12-15 years old Educación obligatoria Escuela primaria (6 años) (7-12 años) Primary school 97% 6-11 years old Escuela preescolar (2 años) Pre-primary school 46% 3-5 years old 11 Tasa neta de escolarización: Urbana/ Interior Net Attendance Rate: Urban/Interior Source: UNICEF MICS 2019 Urban Interior Upper secondary school (2-3 years) 35% 6% 16-19 yrs Lower secondary school (4 years) 68% 12-15 years old 29% Compulsory education Primary school (6 years) (7-12 years old) 6-11 years old 97% 94% Pre-primary school (2 years) 33% 3-5 years old 51% 12 Tasas de aprobación de exámenes de ingreso a la escuela secundaria: Urban/Interior (2000-2019) Passing Rates Secondary School Entrance Exams 2000-2019 70 60 50 40 30 20 10 0 2000 2006 2011 2016 2017 2018 2019 National Sipaliwini Paramaribo Source: Ministry of Education 13 Resumen: Disparidades educativas Urbanas/Interiores Summary: Education Disparities Urban/Interior • • Comunidades Remotas son comunidades indígenas y Remote communities are Indigenous and Maroon cimarrones communities • Greatest disparity in pre-primary and secondary school, • Mayor disparidad en la educación prescolar y secundaria, especially upper-secondary especialmente en la secundaria superior • For nearly 2 decades: only 25-30% of indigenous and maroon children in the Interior pass the entrance exam • Durante casi 2 décadas: sólo el 25-30% de los niños to lower secondary school. indígenas y cimarrones del interior aprueban los examen de ingreso a la escuela secundaria • There is a consistent 30% gap between the capital city Paramaribo and the Interior (Sipaliwini) • Hay una brecha constante del 30% entre la capital Paramaribo y el interior (Sipaliwini) 14 Instrumentos internacionales y regionales aplicables en Suriname International and regional instruments applicable in Suriname Internacional: International: • Convención sobre los Derechos del Niño • Convention on the Rights of the Child • Convención sobre la Eliminación de todas las Formas de • Convention on the Elimination of All Forms of Racial Discriminación Racial Discrimination • Declaración sobre los Derechos de los Pueblos Indígenas • UN Declaration on the Rights of Indigenous Peoples • Agenda para el Desarrollo Sostenible: ODS 4 • Sustainable Development Agenda: SDG 4 Nivel regional: Organización de Estados Americanos (OEA) Regional level: Organization of American States (OAS) • Convención Interamericana sobre Derechos Humanos • Inter-American Convention on Human Rights • Declaración Americana sobre los Derechos de los Pueblos • American Declaration on the Rights of Indigenous Peoples Indígenas Nivel regional: Comunidad del Caribe - CARICOM Regional level: Caribbean Community -CARICOM • Estrategia de Desarrollo de Recursos Humanos de la • CARICOM Human Resource Development Strategy 2030 CARICOM 2030 Normas jurídicas internacionales relativas a la educación de los pueblos indígenas y cimarrones en Surinam International legal standards regarding education of indigenous and maroon peoples in Suriname Los niños/pueblos indígenas y cimarrones tienen derecho a: Indigenous and maroon children/peoples have the right to: • Acceso a una educación de calidad, a todos los niveles, sin • access to quality education, at all levels, without discriminación discrimination • Sus sistemas educativos, que impartan educación en sus propios • own educational systems, providing education in their own languages, in a culturally appropriate manner idiomas, en consonancia con sus métodos culturales de enseñanza y aprendizaje Suriname must take effective measures: Suriname debe adoptar medidas eficaces: “in conjunction with indigenous peoples, in order for indigenous individuals, particularly children, including those "conjuntamente con los pueblos indígenas, para que las personas living outside their communities, to have access, when possible, indígenas, en particular los niños, incluidos los que viven fuera de sus to an education in their own culture and provided in their own comunidades, tengan acceso, cuando sea posible, a la educación en su language” (UNDRIP art. 14.3) propia cultura y en su propio idioma." ( Art. 14.3 Declaración Derechos Suriname committed to: Indígenas) • Reduce disparities in education between indigenous and Suriname se comprometió a: non-indigenous peoples (OAS Declaration) • Reducir las disparidades en la educación entre los pueblos indígenas y • Ensure that state curricula reflect plurilingual and no indígenas multilingual nature of societies and encourage respect for and knowledge of different indigenous cultures (OAS • Garantizar que los planes de estudios estatales reflejen el carácter Declaration) plurilingue y pluricultural de las sociedades y fomenten el respeto y el • Ensure inclusive and equitable quality education (SDG Goal conocimiento de las diferentes culturas indígenas 4). ‘Leave no child behind.’ • Garantizar una educación de calidad inclusiva y equitativa (Objetivo 4 16 del ODS). "No dejes a ningún niño atrás." ¿Qué causa las disparidades? What causes the disparities? • Maestros no • Distancia entre la • La educación secundaria en • Costos para la calificados escuela/no-escuela la ciudad es muy cara/ escuela, transporte, estudiantes experimentan uniformes, libros • Unqualified teachers • Distance to the choque cultural school/no school • School fees, • Secondary education in the transport, uniforms, city expensive/ students books, materials experience culture shock for students 17 Los maestros The teachers • Falta de • Malos servicios de • Falta de electricidad, • Limitadas infraestructuras vivienda para los agua potable y oportunidades de (altos costos de maestros asistencia médica desarollo profesional adecuada transporte) • Bad housing facilities • Limited • Lack of for teachers • No electricity, safe opportunities for infrastructure (high drinking water or professional transport costs) adequate
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