Proceso de alfabetización inicial en estudiantes Tarahumaras de una escuela primaria indígena: estrategias, materiales e incidencia del contexto

Abstract

The objective of this article is to describe how the process of early literacy is carried out with Tarahumara students of an indigenous elementary school that functions as a boarding school, and is located in the municipality of Urique, state of Chihuahua. Specifically, the strategies that teachers of that school use in terms of the first and second language are addressed, as well as the construction and employment of teaching materials, and the influence of the context. The study is positioned in the interpretative paradigm and qualitative approach, and uses the phenomenological methodology with an in-depth interview that was conducted with the teachers of the first, second and third grade of the school. Among the results, the use of the indigenous language in literacy practices is highlighted, as well as the making of teaching materials in the first and second language. Also, the school context implies an absence of parents’ involvement because of their vulnerable socioeconomic condition and lack of formal studies; nevertheless, the shelter system offers advantages for the academic performance of the students, because, in case they experience academic difficulties, the teachers can work with them afterschool .