Ethnoeducation: Perspectives and opportunities for indigenous and afrohonduran people

Abstract

Despite regulatory advances in inclusive education for Indigenous and Afro-Honduran peoples, structural limitations persist, particularly in teacher training. This qualitative study analyzes the perceptions of academic and governmental stakeholders regarding the challenges and opportunities of ethno-education as a pedagogical approach focused on cultural inclusion and educational relevance, using semi-structured interviews and categorical analysis. Among the key findings are a lack of specialized teacher training, the need for funding for teacher salaries, the development of teaching resources, and adequate school infrastructure. The study also identifies opportunities to strengthen the role of higher education in training intercultural teachers, designing curricula relevant to the worldview of PIAH peoples, and generating educational models that can be replicated in regional contexts, provided there is greater state and social commitment to ensuring the effective implementation of ethno-education.