Revitalization of Quechua Based on the Pedagogy of Indigenous Peoples in Times of Decolonization
DOI:
https://doi.org/10.63688/aqpxqc04Keywords:
language revitalization, quechua, decolonial pedagogy, bilingual education, cultural identityAbstract
This article analyzes a Quechua revitalization project implemented in an urban school in Potosí, Bolivia, guided by a decolonial approach and local pedagogies. The objective was to assess the effectiveness of situated teaching strategies (oral narratives, Quechua text and poetry production, and play-based and community-based activities) in expanding students' language use and strengthening their linguistic identity. A mixed-methods design was adopted, collecting both quantitative data (questionnaires for teachers and students) and qualitative data (brief interviews, classroom records, and student narratives). The findings show (i) an approximate 30% increase in the spontaneous use of Quechua in recreational settings; (ii) 80% of students reported greater pride in speaking the language; and (iii) nearly 60% of the teaching staff incorporated Quechua activities into at least one subject. The qualitative analysis identifies categories of attitudinal change, identity reaffirmation, and student agency, along with persistent obstacles (stigmatization and monocultural school practices). It concludes that situated interventions, supported by the educational community, can expand domains of use and revalue Quechua in schools, with implications for intracultural, intercultural, and multilingual education policies.
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