Keywords
social justice
indigenous languages
education
Amazonia
How to Cite
Abstract
The Vaupés region is notable for its linguistic diversity, encompassing approximately 25 languages belonging to four distinct language families. This region is undergoing an accelerated process of language loss, particularly affecting several minoritized languages. There exists a theoretical gap concerning the communicative practices of multilingual speakers and the linguistic displacement associated with education that has favored the reproduction of hegemonic knowledge and a monolingual orientation (in Spanish) within schools, to the detriment of indigenous languages and cultures. This article aims to contribute to the study of linguistic interaction dynamics, as well as to the discussion and reflection on inclusive teaching proposals that are sensitive to the linguistic, cultural, and cognitive diversity of these groups. The data and reflections presented herein are derived from a research project3 that combined linguistic documentation methodology with an ethnographic approach: Challenges of intercultural education and the teaching of indigenous languages in multilingual settings. A look at dynamics of use, loss and assessment of language origin (2022-2024). Findings indicate that schools in Vaupés have contributed to the linguistic and cultural Hispanicization of these groups. Furthermore, the lack of awareness regarding the linguistic repertoires of these speakers fosters processes of inequality and social and epistemic injustice.
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