Lenguas Originarias en América Latina: Destaque e Invisibilidad

Abstract

The subject of indigenous languages, which was silenced for a long time, emerges as an urgent issue, within the framework of the International Decade for Indigenous Languages (2022-2032), declared by UNESCO. In this article, some reflections are woven in the light of the action plan that it proposes, and some examples of activities that are already being developed in schools in Latin America. It is possible to perceive that, although there is an attempt to decolonize and value languages and cultures, the actions do not seem to be directed towards the desired objective. In this sense, so that the efforts of teachers and institutions can contribute to this process, it is suggested to dialogue, as proposed by the “pedagogies of participation” (Streck, 2017) and to adopt a “critical and innovative position” (Walsh, 2022), that considers the complexity of languages as identity makers.