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En sus entrevistas autobiograficas, analizadas con la metodologia de la “entrevista autobiografica narrativa” (Fritz Schutze), las maestras y maestros p’urhepechas del proyecto escolar “T’arhexperakua-Creciendo Juntos” de Michoacan, Mexico, construyen en retrospectiva un contraste entre su propia experiencia escolar, traumatica y profundamente insatisfactoria, y su practica profesional de equipo, donde intentan ofrecerle una alternativa mas pertinente y feliz a sus alumnos. Los docentes narran su propia experiencia de primaria indigena, donde no lograron aprender bien la “otra” lengua ni los contenidos escolares previstos. Recien en su formacion como maestros se tornaron bilingues y adquirieron un orgullo por su identidad etnica. Movilizando el enorme potencial de la cultura y lengua propias, construyeron un curriculo en educacion intercultural bilingue en mas de veinte anos de experiencia colectiva. El estudio aporta una introspeccion valiosa en la motivacion y conciencia etnolinguistica profesional de un equipo de docentes que comparten un proyecto escolar reconocido nacional e internacionalmente. Uandakurhintskua – P’urhepecha teachers and their linguistic biographies. From trauma at school to the making of an alternative model of education Abstract In their narrative autobiographical interviews (Fritz Schutze), the P’urhepecha teachers of the “T’arhexperakua-Growing together” school project in central Mexico construe in retrospect a clear contrast between their own traumatic school experience as pupils based on “Spanish only” instruction, and their professional practice today. Then they did not get an opportunity of learning the “other language” nor the relevant content matters. It was only during their teacher training that they became truly bilingual and developed an ethnic consciousness. Now, they want to offer a better alternative to their indigenous pupils. Mobilizing the enormous potential of their own culture and P’urhepecha as a language of identity and instruction, they have developed a truly intercultural bilingual programme based on mother tongue education over a timespan of twenty years. The study offers a valuable insight into the motivation and the professional ethnolinguistic consciousness of a team whose school project is well respected in Mexico and abroad. Recibido: 25 de enero de 2018 Aceptado: 24 de abril de 2018 |
