Resumen

CASTILLO, Iris; LLORENT, Vicente J.; SALAZAR, Leonor  y  ALAMO, Mercedes. Language, cultural diversity and curriculum. Indigenous teachers as promoters of literacy in bilingual Wayuu contexts. Perfiles educativos [online]. 2018, vol.40, n.162, pp.54-67. ISSN 0185-2698.

The purpose of this paper is to describe the didactic procedure used by bilingual inter-cultural teachers in teaching Wayuu children to read and write in preschool education. Descriptive, cross-sectional field research was carried out among teachers of bilingual inter-cultural education (BICE) in an urban district of Maracaibo, in the state of Zulia. The data analysis was qualitative and quantitative, and reveals that children between 3 and 6 years of age are being taught to read and write both languages through synthetic methods, with a predominance of the second language and little possibility of contact with writing in Wayuunaiki (L1). The paper’s conclusions point to the pressing need to train BICE teachers in the teaching of the Wayuu people’s indigenous language. Higher educational institutions face daunting challenges in this respect, and the Venezuelan government must look more closely at this part of the educational system.

Palabras llave : literacy in indigenous language; teacher training; Wayuu; bilingual contexts; curriculum; cultural diversity.

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