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This article reflects the changes experienced in the ethnography of indigenous education in Mexico, from the implementation of policies that are no longer constrained by the legal-political scaffolding of the State, since their design, implementation and evaluation are qualified by a complex network...
This article reflects the changes experienced in the ethnography of indigenous education in Mexico, from the implementation of policies that are no longer constrained by the legal-political scaffolding of the State, since their design, implementation and evaluation are qualified by a complex network of actors with divergent interests that move in different areas of the educational field. By means of an ethnographic methodological proposal that joins the interpretations of the structural contexts of educational policy (macro scale), with the practices and imagery that social actors produce in local application environments (micro scale), the explanations of multiple translations and intermediations modify the normative designs of public policies and allow to autonomous intercultural-bilingual education projects, which have an ambivalent relationship with state structures.
