[...] the data we have for knowing how many indigenous students are enrolled in non-indigenous schools
come from the answers of their directors to a question asked in the 9114 format about the number of indigenous
students they have. The director doesn’t have a reliable way of identifying indigenous students, so he answers
with a piece of information about the students he thinks he has, and this is not individualized, but added. In the
case of universities, there are no questions about the condition of language or ethnicity: "It would be offensive,"
a rector told me on one occasion. We can assume that something similar happens with the data collected by other
sectors. Only the Population and Housing Census, every 10 years for some indicators, and the Population and
Housing Count, every five years for others, reveal the situation.
The same text mentions the need to have information about the mother tongue of teachers,
their education and their teaching updates, as well as having instruments that consider linguistic
diversity:
The underlying problem is that, facing a culturally and linguistically diverse Mexico, the curriculum is
unique for the whole country; but, even if we accept that this homogeneous curriculum in the face of diversity is
valid -this
is

difficult

to

defend against

the results

of

educational research-,

the

evaluation

(she refers to

the
ENLACE test) that is carried out every year with all children in third-year primary to third year of secondary, it
is done in Spanish. It can’t be denied that the performance of infants is not the same in a second language as it
can be in their mother tongue.
In summary, if we don’t have actual figures, specific statistics and relevant analysis of these
data,
the

situation

poses

a

complex

panorama

for

implementing

a

reading

and

writing

promotion
program in indigenous languages.
This underlines the need for interdisciplinary work with the appropriate bodies, in addition to
having constant communication with the indigenous population and including it in the construction
and reflection processes for a proposal of a promotion program that includes a permanent debate that
evaluates the situation from different approaches.
Strategies
The Regional Center for Book Promotion in Latin America and the Caribbean (CERLALC),
in the document titled A region of readers that grows. Comparative analysis of national reading plans
in Ibero-America 2013 (González, 2014) mentions the
importance of reviewing

national plans

for
reading
and

writing

promotion

based

on

the

cultural

diversity

of

the

countries

where

they

are
implemented:
The study should be seen as a phase within a long process aimed at consolidating strategies for observing
the planning processes in the reading and writing sector for the Ibero-American region. In this regard, it should
be emphasized the need to develop research systems that go beyond the quantitative and instrumental dimension,
to
delve

into

the

multiple

and

rich

qualitative

dimensions

that

these

plans

have

in

their

social

and

political
development.
In Mexico, a country where the cultural and linguistic diversity is the basis of its description,
we
propose

three

strategies

for

designing

a

starting

point,

each

main

idea

underlines

a

specific
linguistic competence:
A.
Development of digital writing tools.
B.
Reading and writing mediators in indigenous languages.
C.
Editorial production.
The objective of these strategies is to organize several actions to form a coherent long-term
program. In addition, it is necessary to establish a phased methodology for exploring the actions that
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