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espanolEn este articulo se analiza el posicionamiento de la inclusion educativa en la politica educativa mexicana a partir de la Reforma Educativa de 2013, asociado al desplazamiento de la educacion intercultural bilingue en el subsistema de educacion indigena. Se identifican categorias emergentes como inclusion, equidad, vulnerabilidad y rezago, entre otras, en el discurso de documentos de politica educativa, asi como en entrevistas y grupos de discusion con maestros del subsistema y con funcionarios del ambito educativo en los niveles federal y estatal. Las categorias identificadas han ido desplazando a la de interculturalidad, con implicaciones visibles en rubros como la definicion de beneficiarios, el presupuesto de programas, la oferta de formacion inicial y continua de los docentes, etce- tera. Del analisis de los discursos derivan cuatro supuestos que impactan y reorientan la educacion indigena y el enfoque intercultural bilingue asociado a este subsistema, y apuntan a su desaparicion. EnglishThis article analyzes the positioning of inclusive education in Mexico’s education policy since the 2013 Education Reform, associated with the displacement of bilingual intercultural education in the indigenous education subsystem. The author identifies emerging categories such as inclusion, equity, vulnerability and lags in the discourse used in documents on education policy, as well as in interviews and discussion groups with teachers in the subsystem and with government officials in the area of education at federal and state levels. The categories identified have been gradually taking the place of interculturality, with visible implications in areas such as the definition of program beneficiaries and budgets, and the provision of initial and continuing education for teachers. The author’s analysis of discourse leads to four premises that impact and reorient indigenous education and the bilingual intercultural approach associated with this educational subsystem, and suggest that this approach is being replaced.

Inclusión educativa por interculturalidad: implicaciones para la educación de la niñez indígena