Kitoko, the maxacali child: his training, learning and schooling processes

Abstract

This article addresses the topic of production, learning and knowledge processes in schools within inter-ethnic and intercultural contexts, focusing in particular on indigenous school education. It analyses the process of differentiated schooling within Maxacali society, a group that has chosen to only literate children in their mother tongue and to teach shamanism as part of the curriculum. It is highlighted how maxacali children play a central role in society, actively building social relationships and learning through participation in rituals and the initiation process. The role of indigenous teachers and their ability to manage complex relationships involving political and social alliances for the distribution of pupils between classes is also discussed