Language policies in indigenous school education

Abstract

The present study examines language policies and their implications for indigenous school education, with an emphasis on historical trajectories and contemporary challenges. The main objective is to analyze how language policies influence the preservation and revitalization of indigenous languages in the context of indigenous school education. In addition to identifying the obstacles that still persist in the implementation of intercultural and bilingual education, this research seeks to contribute to the reflection and development of more effective and inclusive educational language policies. The methodology adopted includes a bibliographical review, which considers both indigenous and non-indigenous authors, integrating theoretical and practical perspectives on language policies and their implications for indigenous education, the reality of indigenous communities. The results indicate that, despite legal advances, language policies often fail to materialize in pedagogical practices, resulting in education that still marginalizes indigenous languages.