Tensión entre el abordaje pedagógico y el uso social de la lengua kichwa: un análisis desde la práctica educativa y comunitaria en la UECIB Chibuleo

Abstract

Abstract: This study focuses on analyzing the pedagogical approaches to Kichwa and its social uses within the spaces that constitute the Chibuleo Intercultural Bilingual Community Educational Unit in Ecuador. To this end, an interpretive-critical paradigm was employed which, together with documentary analysis, interviews with teachers and students, and a life history conducted with a yachak, made it possible to identify several significant gaps between the normative recognition of Kichwa (MOSEIB, CNIB) and its didactic circulation in the classroom, where the predominance of Spanish and the teaching of content decontextualized from the Indigenous language are evident. Consequently, the surrounding diglossia in the context has relegated the use of Kichwa to intimate and family spaces, reinforcing the weakening of intergenerational transmission and expanding ambivalent attitudes among students. Based on these findings, ten pedagogical and socio-community guidelines are proposed to strengthen language revitalization from the school, the community, and the family.