The
strategies

that

integrate

a

training

course

for

mediators

of

reading

and

writing

in
indigenous languages should start from the needs of the population where the promotion activities are
carried out. This
implies that the

ideal

is

not to limit the training proposal to an adaptation of the
existing programs for the mediation and reading promotion in Spanish, since, because of the linguistic
competences indicated above, it is necessary to take into account the working language, the mother
tongue, the school language and the language that is spoken at home, with the aim of establishing
fairness and linguistic coexistence without subordinating one to the other.
The
result

of

designing

a

training

program

with

these

considerations

could

be

a

series

of
supporting materials that promote initiatives in each linguistic community: activity booklets, manuals
for supporting materials development (editorial, audiovisual, etc.), or registry logs that, at some point,
could be used to follow up and find solutions to recurring problems.
Publishing production in indigenous languages
As a follow-up, editorial products development in indigenous languages is a priority to support
diverse activities, within the framework of medium and long-term strategies.
The
role

of

editorial

products

1
in

indigenous

languages

faces

several

problems

concerning
each phase of the publishing process due to its characteristics, since it has had to adapt to standardized
tools
and

means

of

production.

However,

it

is

important

to

mention

that

each

case

must

be
differentiated
to

meet

its

objectives,

reach

its

readers

and

target

users,

and

motivate

reading

and
writing habits.
In
a

larger

essay,

we

expect

to

develop

considerations

on

the

process’

various

stages

that
should be rethought, be it institutional editorial production, alternative houses or self-publishing.
In summary, it is important to mention three aspects that change the products’ paradigm in
indigenous languages: the language of the content, its purposes, the technological tools, and the
means of production.
Community editorial production
As
a

part

of

the

actions

that

need

to

be

dimensioned,

is

the

design

of

methodologies

and
training programs for a community editorial production that mainly meets two aspects: edition quality
and cultural and linguistic relevance.
The
edition’s

quality

depends

on

the

available

technological

tools.

However,

it

will

be
necessary
to

contemplate

permanent

training,

supporting

community

initiatives

in

the

use

of

low
power consumption, alternative technologies, free software and alternative financing options that do
not
limit

the

purposes

of

each

project

with

exogenous

objectives,

but

that

promote

materials
production with specific needs, both educational and ludic, all of which, in turn, motivates the interest
in strengthening a language, by reading, writing and orality.
Community production should focus on a training phase for promoters, mediators, teachers,
librarians, etc., to meet their materials needs and the quality necessary to perform their activities.
1
By editorial product in indigenous languages we mean various supports (printed and digital), contents, presentations and
formats: books, educational and didactic publications, self-publications, digital applications, etc.
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