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
is

important to emphasize that exercising orality

should not be

in
isolation
when

it

comes

to

the

development

of

writing

in

any

language,

so

they

must

never

be
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

from orality,

widening the field of
action
of

the

linguistic

competences.

In

this

sense,

we

will

take

the

concept

of

expansion

as

the
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
language.

In

addition,

the

possibility

to

broaden

the

fields

of

interaction

through

habit

and
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
continuity

to

the

manifestations

that

remain

vital

to

their

environment,

encouraging

a
pluricultural nation (CPEUM,2009).
Reading, to sum up, implies learning and being able to recognize a series of signs, strokes, and
gestures
that

constitute

a

code

and

deciphering

it

to

comprehend

a

message.

However,

achieving
reading
literacy

involves

different

processes

in

relation

to

educational

programs

of

varying
complexities.
Moreover, handwriting is characterized for developing certain motor skills that allow drawing
legible
signs

to

be

interpreted

by

those

who

know

the

same

code

and

who

can

decipher

it.

The
aforementioned drawings, nowadays, have been subjected to different technological procedures to be
adapted
to

that

medium

known

as

typography,

focusing

on

the

alphabetic

systems

of

writing.
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
importance

to

implement

a

program

for

reading

and

writing

promotion

in

indigenous
languages is based on the following premises (Igarza, 2013):
A. Editorial production:

An absence
of
materials
in linguistic
variants
with different
objectives.

The
need
to

generate
monolingual
materials
from
their
own
communities
in
their
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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