Introduction
Reading, as
a
social
and cultural
practice,
allows access
to various forms
of
information and
knowledge in digital and printed supports. In addition, it allows personal and professional growth of
indigenous languages readers that contribute to the social strengthening of their communities. Fixing
a language by means of writing allows broadening the linguistic parameters beyond that of the oral
scope (Ong, 2016). However, it
important to emphasize that exercising orality
isolation
subordinated one to the other without considering both skills in the same process. Writing allows the
creation of expressive
forms and cognitive practices that differ
action
manifestations of language amid the various linguistic skills connected to each other.
Producing written texts provides a linguistic development that allows them to act in different
scopes, both academically and professionally in their mother tongue, representing an increase in their
communicative competences, access to information, knowledge, and perpetuating expressions in their
own
exercising writing and reading strengthens the cultural identity of the indigenous peoples, allowing
interaction (interaction, sin an) by means of their language inside and outside of their community and
give
pluricultural nation (CPEUM,2009).
Reading, to sum up, implies learning and being able to recognize a series of signs, strokes, and
gestures
reading
complexities.
Moreover, handwriting is characterized for developing certain motor skills that allow drawing
legible
aforementioned drawings, nowadays, have been subjected to different technological procedures to be
adapted
However, even if we speak of different technological aspects, the process is the same: ciphering and
deciphering of a code presented in gestures, strokes and forms.
It is important to note that we speak of two activities related by means of orality, but they differ and
require specific attention because they imply particular skills, environments, and technologies.
In the field of indigenous languages, as will be elaborated below, it is a complex situation due
to the difference in the development of competences of the speakers and the vitality of each language.
The
languages is based on the following premises (Igarza, 2013):
A. Editorial production:
●
An absence
of
materials
in linguistic
variants
with different
objectives.
●
The
need
monolingual
materials
from
own
in
own
languages (not only translations).
●
Institutional
support
for
developing contents
with cultural
relevance
considering the
different
environments and not only with exogenous content.
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