LA RELACIÓN ENTRE SABERES INDÍGENAS Y ESCOLARES EN LA TRAYECTORIA SOCIAL DE LOS DOCENTES QUE LABORAN EN EDUCACIÓN INDÍGENA: El caso del Valle del Mezquital, Hidalgo, México.

This study reconstructs the trajectories of teachers who work in indigenous education and then analyzes the means that their sociocultural experiences influence their teaching work. We sustain that teachers have a determined identity that results from their social experience and consists of three forms of logic: integration, strategy and subjectivation. Also intervening in their identity are economic historical, cultural and institutional factors that form their biography. In particular, this study recognizes that formal and informal educational devices constitute spaces that foster a series of experiences that infl uence teacher's dispositional systems and contribute to the development of certain educational practices. [ABSTRACT FROM AUTHOR]