KNOWLEDGE AND LEARNING OF INDIGENOUS LANGUAGES IN RURAL AND URBAN HIGH SCHOOLS IN THE STATE OF PUEBLA, MÉXICO

Abstract

For this study, the high schools selected present contrasting characteristics; one is located in an urban area and the other three in an indigenous region, in conditions of poverty and margination. The total size of the sample was 195 students. Results show that there is greater variability regarding the origin of students in urban high school. The majority of the students of the general sample (59.3%) speak an indigenous language, they are mainly from the rural region, where Totonaco and Náhuatl are spoken. Approximately 30% of the students have indigenous language classes at school. These courses are given in two of the rural institutions managed by non-governmental organizations. 85.3% of the students are interested in learning an indigenous language, but they are mainly motivated by cultural aspects.

Keywords

• inequality
• intercultural education
• poverty
• ethnic groups