Literacy

Concepts for a literacy proposal based on international gestures

Basic idea: Prior literacy in the mother tongue (indigenous), through international gestures. Students access a second literacy (in the language of the school) with the knowledge of writing in their mother tongue, as well as a set of gestures common to both languages.

Structuring A set of 60 gestures classified in two series is proposed:

Didactic Proposal:

Regardless of the literacy method used (without ruling out the implementation of methods specially adapted to this proposal), during literacy in the mother tongue (possibly in small groups with the participation of families), students will end up acquiring a knowledge of the 60 proposed concepts, with the corresponding gesture.

At the same time, it will be guaranteed that at the end of this previous stage (preschool), students can read and / or write at least half of these 60 concepts (leaving for later those whose reading or writing is more difficult for the language in question).

In this way, the student will have these 60 gestures when entering the school (which should be part of the school culture of the same) to facilitate their integration into educational activities.

Didactic proposal

The school should incorporate all of these 60 gestures into its school culture to the greatest extent possible. Upon the arrival of the students, a series of activities will be carried out in which an initial multilingual communication will take place (in the various native and / or indigenous languages ​​of the students and in the school language, with common gestures being the link that will make it possible). Students will receive additional training in their own language to complete the reading and writing of the 60 concepts (for which the teachers must be able to write them in the different languages ​​of the students). At the same time, they will begin to become literate in the school language with special emphasis on reading and writing common gestures (for which the development of specific materials for this task should be considered).

During subsequent schooling, the gestures may be presented in their written form, so that oral, written, plastic, etc. activities can be carried out in which the gestures are an additional component of a communicative, affective, multicultural and multilingual type.

The grouping of gestures into four vectors allows the following concepts of the Framework Law for Indigenous Intercultural Education approved by the Latin American Parliament to be included in educational activities:

Cross-cutting axes: Interculturality, Human Rights, Gender Equality, Transparency and accountability.

Principles: Equity, Interculturality, Quality, Integrality, Social Participation, Cultural Identities, Culture of Peace for conflict resolution

I- OUR CULTURES

Cultural heritage

Interculturality

Cultural Identities

Literacy

II- MY RIGHTS

Human rights

Equity

Comprehensiveness

Childhood

II- PEACE IN EQUALITY

Peace culture

Gender equality

Social participation

Friendship

IV- GROWING WITH RESPECT

Sustainable development

Quality

Transparency

Globality

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