<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982022000300039</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2022.177.60078</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Prácticas subalternas sobre el sistema ortográfico entre estudiantes universitarios indígenas y no indígenas. Un estudio de literacidades académicas]]></article-title>
<article-title xml:lang="en"><![CDATA[Subaltern Practices on the Orthographic System among Indigenous and Non-Indigenous College Students. A study on academic literacies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Perales-Escudero]]></surname>
<given-names><![CDATA[Moisés Damián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos Díaz]]></surname>
<given-names><![CDATA[Martín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sima Lozano]]></surname>
<given-names><![CDATA[Eyder Gabriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Quintana Roo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Quintana Roo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Baja California Facultad de Idiomas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>44</volume>
<numero>177</numero>
<fpage>39</fpage>
<lpage>57</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982022000300039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982022000300039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982022000300039&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Desde una perspectiva decolonial y socioconstructivista, describimos prácticas de literacidad subalternas sobre las comillas entre estudiantes indígenas y no indígenas de dos instituciones de educación superior (IES) de Yucatán (México) en contextos distintos de conservación de la lengua y la cultura mayas. Mediante el constructo de concepciones, abordamos la conciencia de los participantes sobre las prácticas y los contextos de los eventos de literacidad que las construyeron. Recogimos las concepciones de 232 participantes mediante un cuestionario y las analizamos desde la fenomenografía y las literacidades académicas. Encontramos amplia presencia de prácticas subalternas, con diferencias entre las IES. Las prácticas privilegiadas parecen ser resistidas o consignadas al misterio en el contexto maya y en la educación preuniversitaria de ambos contextos. El contexto y no la autoadscripción indígena influyen sobre las prácticas. Destacamos la necesidad de visibilizar y reflexionar críticamente sobre las prácticas subalternas y privilegiadas, desmontando la práctica institucional del misterio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract From a decolonial and socio-constructivist perspective, we hereby describe subaltern literacy practices on quotation marks among indigenous and non-indigenous students from two higher education institutions (HEIs) in Yucatán (Mexico) in different contexts of conservation of the Mayan language and culture. For the present study we addressed the participants&#8217; awareness of the practices and contexts of the literacy events that formed them. In order to do this, we developed and collected the conceptions of 232 participants through a questionnaire and analyzed them from the point of view of phenomenography and academic literacies. We found a wide presence of subaltern practices, which are different among the different HEIs. Privileged practices seem to be resisted or consigned to mystery in the Mayan context and in pre-university education in both contexts. It is the context and not the indigenous self-ascription that influences the practices. We highlight the need to critically reflect on subaltern and privileged practices and make them visible, dismantling the institutional practice of mystery.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Literacidades académicas]]></kwd>
<kwd lng="es"><![CDATA[Concepciones del estudiante]]></kwd>
<kwd lng="es"><![CDATA[Sistema ortográfico]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes indígenas]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Fenomenografía]]></kwd>
<kwd lng="en"><![CDATA[Academic literacies]]></kwd>
<kwd lng="en"><![CDATA[Student conceptions]]></kwd>
<kwd lng="en"><![CDATA[Orthographic system]]></kwd>
<kwd lng="en"><![CDATA[Indigenous students]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Phenomenography]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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