Tutunaku teaching through situated learning, bilingual and dialogic

The interest of this paper focuses on a case study analyzed under an ethnographic approach. It is related to a primary school that belongs to the indigenous education system of Direccion General de Educacion Indigena, which is a very atypical case within the educational system due to the fact that it uses tutunaku as the language of instruction in the education process, like object of knowledge and in this case apply a new language policy about the social practices of the language. Nevertheless, the analysis focusses in the relationship between the bilingual project and the progressive's methodologies like situated learning and dialogic inquiry. Finally, we speak about the tensions and new challenges that the academic achievements and bilingual impulses are generating at the same time