Sociolinguistic situation and actions to revitalize the native language

Abstract

The preservation of indigenous languages is a fundamental challenge in the intercultural educational processes of indigenous peoples. This article analyzes the sociolinguistic situation of Quechua and Aymara within the educational community, considering the factors that affect the progressive loss of these languages and the actions necessary for their revitalization. The study addresses the problem of linguistic displacement generated by historical processes of Spanishization, social discrimination and weakening of the intergenerational transmission of the language. The research was developed under a qualitative approach with a descriptive and interpretative scope, based on the indigenous decolonization methodology and participatory action research, involving students, teachers, parents, authorities and older adults of the community. In-depth interviews, participant observation, open questionnaires and documentary review were used to identify perceptions, linguistic practices and cultural strengthening strategies. The results show that students prioritize the use of Spanish, while older adults preserve the native language more appropriately. Likewise, attitudes of rejection linked to historical experiences of discrimination persist. It is concluded that the revitalization of Quechua and Aymara requires a strengthened bilingual intercultural education, articulated with community participation, the revaluation of ancestral knowledge and a decolonial pedagogy aimed at the recovery of cultural identity.