Comunidades indígenas

Abstract

Palabras clave: Lenguas indígenas; Educación Intercultural Bilingüe; alfabetización; grafocentrismo; desplazamiento lingüístico In Latin America, the teaching of Spanish as a second language (L2) has been massively diffused in indigenous communities through educational programs and institutions, making it the primary medium of communication, instruction, and a subject within the curriculum. This chapter analyzes how Spanish teaching in indigenous communities has focused on promoting alphabet learning and not developing (multi)literacy. From a graphocentric education perspective (Hung 2017), we describe how Spanish teaching practices promote the alphabet and grammatical norms without recognizing other teaching and learning ways. Subsequently, we analyze how these graphocentric practices have extended to the use and teaching indigenous languages, propitiating transitional or subtractive bilingual situations that lead to difficulties in establishing biliteracy processes (Hornberger and Kvietok 2019) and motivating their displacement. These situations exist despite the Intercultural Bilingual Education model. Finally, inspired by the pedagogy of multiliteracies (Bataller Català and Reyes-Torres 2019), and from our research experiences, we propose that Spanish teaching in indigenous contexts should be an exercise of recognition of cultural and community practices. In other words, it would be part of the appropriation and indigenous students’ self-representation processes (written, visual, speaking, etc.).

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