Year: 2025
Type: article
Abstract: This article reflects my ethnographic experience with a third-grade group of primary school students from an indigenous public school in the Mexican state of Yucatán. The evidence of the use of the Mayan language by the participating children is discussed in dialogue with the most recent Latin American research on indigenous languages and their relationships with the territory. The evidence shows a great distance between the de jure and de facto reality regarding the capacities of Mexican public schools to contribute to the preservation and development of the Mayan language. It is stated that if radical changes are not made within the school, it will continue to contribute to the loss of relevance of Mayan as the language used by the Yucatecan Mayans to give meaning to their territory.
Source: Educación y ciencia
Author: Andria Isabel Estrada Dzib
Institution: Puerto Rico Department of Education
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4411260902