Prácticas subalternas sobre el sistema ortográfico entre estudiantes universitarios indígenas y no indígenas Un estudio de literacidades académicas

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 Yucat´n (Mexico) in different contexts of conservation of the Mayan language and culture. For the present study we addressed the participants' 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.