Worldviews in the classroom: the quiet progress of intercultural bilingual education in Panama

Abstract

This article presents an analysis of the progress of Intercultural Bilingual Education (IBE) in Panama through a systematic review of digital documentary sources. A qualitative research methodology was employed, with the collected information organized into figures and tables and subsequently analyzed using established evaluation criteria. The findings reveal key historical developments, institutional collaborations, advancements in language and cultural preservation, resource development, organizational structures, and pedagogical models, among other relevant aspects. Despite these advances, several challenges remain, including budgetary constraints, insufficient monitoring and enforcement of policy implementation, difficulties in sustaining Indigenous language preservation, the need for program evaluations based on relevance and impact criteria, and the necessity for more substantial institutional commitment to the cultural, linguistic, and educational diversity of Panama’s Indigenous peoples.

Dyi beđea:

krĩchabea, ne kawabea, ne juma dadyi ẽmberãnebea akʌwãbudada Panamá ejuãne, keduađe butabeada, kawađikareã akʌsiđaa. Unusiđaa maū keduađe naa druawãdia nemburubeada, sawã zeburu, dyi kareba jidada, dyi beđea kirãme eropanu, dyi kari, sawã ne jaradiabadabea, ne juma bea, idyaba dyi borogdromabeaba akupanuda, dyi ẽmberãrã panamaneberãda.