Invisible communities: Praxis reflex on imaginary for the construction of endogenous teaching content in Mexico ; Les communautés invisibles : praxis réflexive de l'imaginaire pour la construction de contenus didactiques endogènes au Mexique

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Abstract

The aim of this article is to reflect the emergence of an imaginary reflex praxis to contribute to the extensive production of educational materials in endogenous languages, far beyond literacy alone. The aim is to build forms and teaching content that can function as an integral education medium, and to adapt to subjects as complex and "high" as history, geography, natural sciences, and even civic education, and, in general, social sciences, from early school, kindergarten and primary school to the most advanced pre-university levels. This praxis was developed within the Normal School of bilingual teachers of the Mexican State of Oaxaca and a train-the-trainer network (Red EIBI: Bilingual and Intercultural Indigene Education Network) and then extended to governmental organisations (S.E.P.: Secretariat for Public Education, B.I.C. Network: Bachillerato Integral Comunitario) as well as non-governmental (C.M.P.I.O. — Coordination de Maîtres et Promoteurs Indigens de Oaxaca — or Plan Piloto, Tequio Pedagógico, Caracol Mazateco, etc.), or on the initiative of kindergartens in the region where mazatec, a major popolocane language (Eastern otomangue) is spoken. This methodology has been associated from the beginning with the production of a linguistic atlas describing the variation of the mazatec: it was both the practice of workshops with school organisations and civil society in mazatèque and field surveys on language variation, with restitution strategies associated with elicitation work, which made the project Almaz consistent with the descriptive and applied dialectology project (Léonard et al., 2012; Léonard, 2010). Here, we will focus on the method and context of the invisible writing workshops, without going into the geolinguistic issues associated with it as a watermark. ; International audience ; The aim of this article is to reflect the emergence of an imaginary reflex praxis to contribute to the extensive production of educational materials in endogenous languages, far beyond literacy alone. The aim is to ...