Didactic projects in indigenous primary education a strategy for a relevant education from a cultural and linguistic perspective

Abstract

This article presents part of the results of a qualitative study about the implementation of Didactic Projects (DPs) as a strategy used by indigenous primary education teaching groups to provide cultural and linguistic relevance to the education in the state of Veracruz, México. We used ethnographic approach. On the one hand semi-structured interviews were carried out to know the experience of the teachers and their procedures used at work with this pedagogical tool. On the other hand, direct observation in the classroom of some work sessions served to contrast and complement the information obtained in the interviews. The results of the study show that the Nahua culture has become a priority for the indigenous teachers. They also consider that there in a close relationship between learning significance and cultural relevance. In this way, they resort to traditional knowledge gained, thus contributing to the revitalization of their native culture. Undoubtedly, the possibility of improving the relevance of the educational practices offered in the indigenous communities exists, so educational authorities must address the lack of teacher training and educational materials.