Learner from indigenous group field study 1

2. are distinct social and cultural
groups that share collective
ancestral ties to the lands and
natural resources where they live,
occupy or from which they have
been displaced.

3. Indigenous peoples’ communities
can be found in the interiors of
Luzon, Mindanao, and some islands
of Visayas.

4. • There are different indigenous groups in the
country. According to the United Nations
Development Program, the Philippines is a
culturally diverse country with about 14-17
million indigenous people (IPs) belonging to
110 ethno-linguistic groups.

5. • They are mainly concentrated in Northern
Luzon (Cordillera Administrative Region,
33%) and Mindanao (61%), with some groups
in the Visayas area.

6. Luzon the “IGOROT”
People from the Cordillera
Mountains in Luzon are broadly
known as Igorot.

7. Cordillera Peoples: This is the indigenous
population of the Cordillera mountain
range, which covers six provinces in the
middle of Northern Luzon – Abra, Apayao,
Benguet, Ifugao, Kalinga, and Mountain
Province.

8. They are collectively called Igorots,
meaning “mountain people” . There are
eight ethno-linguistic groups in the
Cordillera, namely, Bontoc, Isneg, Kalinga,
Kankanaey, Tingguian, and Yapayao, Ibaloi,
Ifugao

9. Caraballo Tribes: These are the five
ethnolinguistic groups – Ibanag, Ilongot,
Gaddang, Ikalahan and Isinai – who
together with the Agta peoples inhabit
the Caraballo mountain range in Eastern
Central Luzon. This range connects the
provinces of Nueva Vizcaya, Quirino and
Nueva Ecija.

10. The Negrito also come from Luzon.
Negrito: The term Negrito is a Spanish word, a diminutive of
the word Negro. In this case, Negritos refers to a large group of
indigenous tribes in Philippines. It includes the subgroups
called the Agta, Aeta, Ati, Ayta, Dumagat and 25 more tribes
from the Philippines. Although the Negritos of the Philippines
possess some physical similarities with the pygmies of Africa,
they are completely unrelated in terms of genetics.

11. Agta and Aeta/Negrito: These short, dark- skinned and
kinky-haired peoples are considered the earliest
inhabitants of the Philippines. Aside from having been
perpetually pushed into the hinterlands of Central
Luzon, mainly in the provinces of Zambales, Bataan and
Pampanga, and in other parts of the country, they also
suffer from racial discrimination. With a population of
about 160,000, they are the most widely distributed
among indigenous peoples.

12. Visayas The “Manyan” People
The indigenous groups in the Visayas –mostly in Mindoro
– are called Mangyan. Again, there are many ethnic
groups such as the Tadyawan, Tagbanwa, Palawano,
Molbog and Kagayanan.

13. Mangyan: It is a common name used to refer to eight
ethnic tribes in Philippines. The Mangyan people come
from the Mindoro islands and their population is around
100,000. The Mangyan people practice subsistence
agriculture and they cultivate a number of varieties of
the sweet potato along with taro and rice. They follow a
religion called Animism.

14. Mangyan of Mindoro: This is a generic name for the six
ethno-linguistic groups spread over the mountains and
foothills of Mindoro, an island southwest of Luzon,
namely, Batangan, Iraya, Hanunoo, Alangan, Ratagnon,
Buhid, and Tadyawan. They are described as the first
inhabitants of the island, and until today, they are one of
the few groups that still practice a pre-Spanish form of
writing. Their present population is about 150,000.

15. Mindanao The Lumad and Moro
There is some differentiation of the
indigenous people in Mindanao. The Moro
and the Lumad. The Moro practice Islam and
the Lumad do not. Moro is Spanish for the
word Moor. Lumad means indigenous or
native

16. Palawan hill tribes: These are the non-
Muslim tribal people of Palawan island
located further west of Mindoro. This group
is composed of four ethnic groups –
Tagbanua, Batak, Kalamianes,Cuyonin, and
Ken-uy, and they number at least 120,000.

17. Mindanao Lumad: This is a generic term
embracing all non-Muslim hill tribes of
Mindanao. Lumad is a Visayan term that
means “born and grown in the place”.

18. • The Lumad peoples are composed of
some eighteen ethnic groups and
they form the largest grouping of
indigenous peoples in the country.

19. • They have a total population today of 2.1 million and
are concentrated in varying degrees in the hilly
portions of the provinces of Davao, Bukidnon, Agusan,
Surigao, Zamboanga, Misamis, and Cotabato. They
can be found in almost all provinces of Mindanao and
they include the Subanen, Manobo, B’laan, T’boli,
Mandaya, Mansaka, Tiruray, Higaonon, Bagobo,
Bukidnon, Tagkaolo, Banwaon, Dibabawon, Talaandig,
Mamanua, and Manguangan.

20. The Moro or Muslim Groups
These are the Muslims in Mindanao composed of
fourteen groups, namely, Maranao, Maguindanao,
Tausug, Samal, Yakan, Sangil, Palawani, Badjao,
Kalibugan, Jama-Mapun, Ipanun, Kalagan, Molbog,
and Muslim

21. • Classrooms in the 21st century are
extremely different from the
classrooms of the past. One of the
seven Cs in teaching and learning in
the 21st century is cross-cultural
understanding.

22. • In 1997, Republic Act 8371, also
known as Indigenous Peoples Right
Act was enacted. This law recognizes
and promotes all the rights of
indigenous cultural
communities/indigenous people (ICCs
and IPs).

23. IPs remain to be the most vulnerable and
marginalized members of society. Many IP
communities continue to lack access to decent basic
social services, have limited opportunities to engage in
the mainstream economy, and suffer social, economic,
and political exclusion (DepEd Order 62, series of
2011).

24. • The DepEd order recognizes
the right of IPs to basic
education that is culturally
rooted and responsive.

25. DepEd Order 32, series of 2015
entitled Adopting the
Indigenious Peoples Education
(IPED) Curriculum Framework.

26. • The IPED Curriculum Framework seeks to
provide guidance to schools and other
education programs, both public and
private, as they engage with indigenous
communities in localizing, indigenizing,
and enhancing the K-12 curriculum based
on their respective educational and social
contexts.

27. According to DepEd Order 62, series of 2011,
the department is mandated to provide
inclusive basic education for all, and shall:

28. 1. ensure the provision of universal and
equitable access of all IP's to quality and
relevant basic education services towards
functional literacy for all;

29. 2. adopt appropriate basic education
pedagogy, content, and assessment through
the integration of indigenous knowledge
systems and practices (IKSPs) in all learning
areas and process;

30. 3. provide adequate and culturally-
appropriate learning resources and
environment to IP learners;

31. 5. establish and strengthen appropriate multi-
level units responsible for planning,
implementing, and monitoring IP education
interventions;

32. 4. strengthen the hiring, deployment, and
continuous development of teachers and
learning facilitators in the implementation of
the IP Education Program;

33. 6. expand and strengthen institutional and
civil society linkages to ensure proper
coordination, knowledge-sharing, and
sustainability of the IP Education Program:
and

34. 7. implement stronger affirmative action to
eradicate all forms of discrimination against
IPs in the Philippine educational system.