ACTIVAR LA MEMORIA E INCENTIVAR LA LENGUA. ESTRATEGIAS PARA POSICIONAR LOS CONOCIMIENTOS OTOMÍES EN ESCUELAS DEL CENTRO DE MÉXICO

Abstract

This article reflects on the educational and pedagogical immersions that students of the Bachelor's Degree in Language and Culture at the Intercultural University of the State of Mexico, Temoaya Campus, are carrying out in primary, secondary, and high schools in Temoaya, State of Mexico, with the aim of encouraging the use of the language and revaluing other knowledge associated with the epistemologies of the Otomí people. The objective is to analyze how and in what ways the Ñathö language workshops, storytelling activities based on local oral narratives, exhibitions on Otomí knowledge, among other activities, can generate processes of reflexivity and activate Otomí memory among young people and children enrolled in various schools in Temoaya. According to the students involved, the educational and pedagogical immersions are generating processes of revaluation of some Otomí knowledge and activating Ñathö cultural memory in the new generations, a situation that involves the students of Language and Culture themselves. However, it is also observed that negative attitudes and prejudices associated with Otomí knowledge persist among young people, phenomena that are expressed through shame, embarrassment, and denial.