Humanitas Hodie is a biannual publication edited by the Faculty of Social Sciences, Humanities and Education of the Agustinian University. Its objective is to contribute, disseminate and deepen academic and social debates in the areas of the humanities, educational sciences and religious studies.
La necesidad de un humanismo crítico, relacional y dialógico
Las humanidades se enfrentan actualmente a un serio desafío: reconocer el papel de lo humano en medio de múltiples emergencias tecnológicas y en la proliferación de diferentes discursos que reivindican lo humano y lo no humano, desde perspectivas que, si bien han estado en las opacidades y sombras de las clásicas ciencias sociales y humanas, reclaman hoy ahora una legitimidad. Más que encontrar teorías totalizantes y universales que expliquecan hoy el papel actual de las humanidades, se requiere superar esa matriz liberal propia del siglo xix, en la cual se emplazaron, de acuerdo con George Steiner, los ideales de la civilización y el progreso que dejaron por fuera innumerables identidades propias de los antiguos territorios latinoamericanos.
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Cultural Heritage and Housing: An Approach from the Social Studies of Memory
This article theoretically analyzes the role of housing in Bogota as cultural assets of interest (BIC) and their connection to social memory in neoliberal urban contexts. Through a critical interdisciplinary analysis, it examines how architectural, migratory, and socioeconomic dynamics reconfigure the relationship between residential space, collective identity, and heritage preservation. It argues that housing operates as nodes of memory that materialize historical tensions, social stratification, and gentrification processes. The theoretical framework integrates perspectives from urban sociology, memory studies, and critical heritage theory, proposing a redefinition of bic that prioritizes cultural diversity over neoliberal homogenization.
Teaching research competencies in undergraduate programs in foreign languages. Are professors prepared for it?
Research skills in the training of new foreign language teachers are a constant concern in higher education. The Ministry of Education has insisted on the comprehensive training of new teachers of foreign students, including training in research skills. To achieve this, teacher trainers are required not only to have an inevitable competence but also to have a research practice that can serve as a point of motivation and encouragement for their students. From a mixed approach, through focus groups, surveys and interviews, the investigator analyzed research skills and examined the research practice of forty teachers, belonging to bachelor’s degree in foreign languages programs, in charge of guiding such training. Although most of them have experience and practice in research as part of their professional training, these skills are not implemented in their classrooms. The results show that the professors’ lack of research skills directly affects research practice and therefore there are weaknesses in the ability to teach how to research to undergraduate students. It was found that there is no coherence between the profile of the teachers as trainers and the profile of the trainees in terms of the development of research skills. Universities must commit to the development of research skills in their teachers to make sure a quality and coherent learning process.
Wayakana: Towards a Practical Methodology for Addressing Indigenous Literatures in the Classroom with a Critical Intercultural Approach
The following article stems from the question: In what ways do indigenous literatures construct a critical interculturality in the school context in Colombia? Firstly, we will revisit the state of the question regarding how knowledge has been integrated into the school and the basic learning rights in the context of education in Colombia. Subsequently, we will present the intercultural critical perspective, and similarly, the approach to linguistic diversity. Consequently, we will delve into indigenous literatures and the development of a methodology of authorship. The main conclusions are as follows: a) the school is a valuable setting to enhance the power of indigenous literatures from the Spanish subject, not only from the social studies context, b) the creation of a practical methodology results from pedagogical experiences and can be useful for various teachers wishing to integrate this knowledge into their classroom, c) in our country, it remains crucial to consider a critical interculturality in the school.
Governing the Voice: Writing and Orality in El desierto prodigioso y prodigio del desierto
The purpose of this article is to approach the intentionality of the intervened writing in El desierto prodigioso y prodigio del desierto from a reading proposal where orality and the government of the Creole voice are determinant for the understanding of a Creole ethos that is constructed in the work as a scriptural project. This proposal is developed taking as research material the poetic sensibility exposed by the characters and the appeal to corporeality in the work, two perspectives that allow to deepen in a construction of the exercise of government in the proposal of Pedro de Solís y Valenzuela. The writing framed in a religious panorama, necessary for the time, also indicates the writer’s place of enunciation and the need for the mastery of poetic registers and resources for the construction of the meaning of government. The use of wit for the exploration of self-mastery and the construction of a subjectivity lead to the recognition of the Creole voice as an investigative proposal.
Words of Memory, History, and Resistance: Women’s Voices in War from Colombia, Palestine, and the Soviet Union
This article presents a critical reflection grounded in contemporary literary studies with a gender – sensitive and differential approach, focusing on the lived experience of war as narrated by women in three written texts: The Unwomanly Face of War (2015) by Svetlana Alexievich, the poem "We teach Life, Sir" (2015) by Rafeef Ziadah, and the testimonial report When the Birds Did Not Sing (2022) by Colombia’s Truth Commission. The study includes a contextualization of the selected Works and engages in a comparative hermeneutic reading of selected fragments. It highlights common elements in how war is experienced and the role of both oral and written language in the construction of memory and resistance in the fate of violence. Finally, the article reflects on the role that literary theory and literary studies should play in the analysis, research, and critical studies of contemporary written texts.
Abílio de Nequete e sua atuação como liderança política durante a formação do movimento comunista brasileiro (1917 - 1924)
Esse artigo aborda a atuação de Abílio de Nequete como liderança no movimento comunista brasileiro entre os anos de 1917 e 1924. Nequete era um imigrante libanês que trabalhava como barbeiro na cida­de de Porto Alegre, que se tornou uma figura importante no movimento operário durante a Greve Geral de 1917 e foi o fundador da União Maximalista no ano de 1918, um dos primeiros grupos operários do Brasil identificados com as ideias da Revolução Russa. Após o ano de 1920, o militante se articulou com a Internacional Comunista a partir de contatos na Argentina e no Uruguai, sendo um dos responsáveis pela formação do Partido Comunista do Brasil em 1922. Sua permanência como Secretário Geral do PCB foi rápida, rompendo com o partido por conta de uma série de conflitos internos em 1924. O objetivo desse texto é analisar a trajetória de Nequete como liderança maximalista e comunista em um período formativo dessa corrente política, compreendendo especificidades e contradições de uma fase de definições do que era ser comunista no Brasil.
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Copyright (c) 2024 Humanitas Hodie https://creativecommons.org/licenses/by-nc-nd/4.0
The Hermeneutic Value of 'Pierre Menard, Autor del Quijote'
Given the examination of the literary performance of philosophy and the philosophical performance of literature, this article addresses the question of the hermeneutic value of Borges’ work, titled Pierre Menard, autor del Quijote. This question is approached from the perspective of Gadamerian hermeneutics in dialogue with the concept of experience in Aristóteles and Hegel. The points of connection facilitating this dialogue are the problem of historicism and hermeneutic experience. This dialogue is necessary as Hegelian dialectic, being inherently teleological, implies the death of hermeneutic endeavor. Indeed, the goal of experience is the totality of knowledge present in a presumed “ultimate interpretation” of an absolute Quijote. The aim of this article, therefore, is to demonstrate how Gadamer liberates the concept of experience from the tyranny of Hegelian dialectic, thereby redefining hermeneutic experience and ensuring the enduring validity of interpretive exercise. The article concludes with the exposition of redefined hermeneutic experience: its essentially novel character allows for an interpretive endeavor ad infinitum, wherein the tradition of the interpreter and the tradition of the interpreted belong to the same inexhaustible universal historicity.
The Inscrutability of Reference and its Restrictive Nature in the Formulation of Quine's Thesis on Ontological Relativity
In “The Inscrutability of Reference” (1979), Donald Davidson argues —contrary to W. V. Quine’s position— that the thesis of the inscrutability of reference cannot support the thesis of ontological relativity. Both authors contend that the reference of terms is inscrutable and, therefore, based on the same behavioral evidence, we cannot decide the unique reference of a term, as there would be countless reference options, all equally compatible with the evidence. However, according to Davidson, it does not follow from this that ontology is relative in the sense that each of these reference options could commit us to alternative ontologies relative to specific theories. He considers that the inscrutability of reference is a thesis that restricts knowledge of ontology. Therefore, if we accept it, we are incapacitated from fixing the latter and, in that sense, from determining whether there can be other alternative ontologies. In this essay, I aim to argue —contrary to Davidson— that the inscrutability of reference is not a restrictive thesis regarding knowledge of ontology, but rather a negative thesis regarding the idea of an absolute ontology. Therefore, it not only gives rise to ontological relativity but is indeed a requirement for its emergence.
In this paper I present the criteria under which it is admissible to draw arrows in Bayesian networks. I argue that arrows can be used to represent asymmetric, non-transitive, difference-making relationships in Bayesian networks. Moreover, since these graphs are not heterogeneous, there should be uniformity in what the arrows are representing. That is, a single Bayesian network cannot represent a variety of difference-making relationships. I use this asses two models found in the literature for transferring evidence in intertheoretic reduction. I conclude that these models are either unable to represent the fact that evidence from one theory is evidence for the other theory, or that they operate with assumptions that contradict the central tenets of intertheoretic reduction. I offer a possible way out of this predicament by proposing heterogeneous graphs that can be condensed into Directed Acyclic Graphs (dags).
The Material Motivation in Mediated Joint Attention
Joint attention theory must offer an adequate description and explanation of its nature. However, it is unclear how to develop this explanation in that it is still under discussion how to describe episodes of joint attention. It is unclear how to describe the social interaction in these episodes. Prieto-Castellanos (2024) develops an ingenious critique of P Duarte’s (2019) explanation of joint attention by pointing out that there is a circularity in describing the role of social interaction in joint attention. In this paper, I point out that Prieto-Castellanos’ critique is ingenious but misses the mark in two ways: on the one hand, the critique does not apply to P-Duarte because it is based on a misleading description of joint attention, which usually leads to confusing joint attention with social cognition and, on the other hand, the criticism rests on some notions in the philosophy of mind that P-Duarte’s explanation invites to abandon.
Mediated Joint Attention and the Problem of the Circularity of the Social Understanding Constituted by Social Interaction
John Anderson P-Duarte (2019) explains joint attention based on one of the most widespread approaches in mind research, namely autopoietic enactivism (De Jaegher & Di Paolo, 2007; Gallagher, 2011). This paper aims to say that P-Duarte’s explanation inherits a problem that enactivist social interaction accounts have. According to Martens and Schlicht (2017), these kinds of explanations involve a vicious circularity in such a way that social interaction is used to account for social interaction. In this text, I argue, firstly, that I believe that P-Duarte’s account of joint attention inherits this same problem, and, secondly, I discuss why P Duarte’s theoretical resources are insufficient to get over this impasse. If I am right, this constitutes a corrosive problem for joint attention’s accounts based on autopoietic enactivism, which should be taken seriously.
Nota introductoria William James nació el 11 de enero de 1842 en Nueva York, Estados Unidos, para después convertirse en filósofo, psicólogo y médico de la Universidad de Harvard. En cuanto a sus aportes, se considera como el precursor de la psicología funcional y sus desarrollos en la epistemología pragmatista son aún relevantes dada la amplitud de sus tesis. En paralelo, James defendió un humanismo característico de su época y, en contra del canon filosófico tradicional, propuso una defensa para el sentido común y una perspectiva pragmatista. Entre sus obras notables se encuentran Los principios de la psicología (1890), Las variedades de la experiencia religiosa (1902) y Ensayos sobre empirismo radical (1912), editada y publi­cada póstumamente, pues el autor murió el 26 de agosto de 1910. La siguiente traducción corresponde al octavo ensayo de James en el libro The Will to Believe and Other Essays in Popular Philosophy, compuesto por breves respuestas a las observaciones de los críticos del ensayo “Great Men and their Enviroment”. La significación de traducir este texto en la actualidad reside en la posibilidad de contrastar argumentos de la época que evidencien la importancia de las diferencias entre los individuos y la particular relación con los ambientes que les influencian. El texto fuente fue obtenido del proyecto Gutenberg (James, 2009).
Comparative analysis of the temporal structure in cases of depression and schizophrenia
<span data-sheets-value="{"1":2,"2":"Based on the Husserlian phenomenology theoretical framework —in line with the recent dimensional approach of psychopathological classification—this paper proposes a comparative analysis of depression and schizophrenia. After analyzing some of Husserl’s (1973) basic ideas on the phenomenological description of temporal consciousness, this paper addresses how these theoretical bases can create a conception of the aforementioned mental diseases. Therefore, we mainly appeal to Fuchs (2001, 2005, 2007, 2013) and Ratcliffe (2012), who consider that an anomaly in the experience of possibility (embedded in temporal consciousness) would provide the key to pinpoint both depressive and schizophrenic experience. The result of this comparative analysis points out that the difference between these two psychopathologies lies in the nature of the anomaly of the experience of possibility: while depression points to a reduction of experiences of practical possibility, schizophrenia refers to a fragmentation of temporal consciousness due to a protensional dysfunction."}" data-sheets-userformat="{"2":513,"3":{"1":0},"12":0}">Based on the Husserlian phenomenology theoretical framework —in line with the recent dimensional approach of psychopathological classification—this paper proposes a comparative analysis of depression and schizophrenia. After analyzing some of Husserl’s (1973) basic ideas on the phenomenological description of temporal consciousness, this paper addresses how these theoretical bases can create a conception of the aforementioned mental diseases. Therefore, we mainly appeal to Fuchs (2001, 2005, 2007, 2013) and Ratcliffe (2012), who consider that an anomaly in the experience of possibility (embedded in temporal consciousness) would provide the key to pinpoint both depressive and schizophrenic experience. The result of this comparative analysis points out that the difference between these two psychopathologies lies in the nature of the anomaly of the experience of possibility: while depression points to a reduction of experiences of practical possibility, schizophrenia refers to a fragmentation of temporal consciousness due to a protensional dysfunction.
Copyright (c) 2021 http://creativecommons.org/licenses/by-nc-nd/4.0/
Primary valuation and corporality Toward a phenomoenology of affection
There is background for the affective turn in the early phenomenological developments of the last century. In particular, genetic research carried out by Husserl delves into the nature of the affective phenomenon. However, this is part of a broader epistemological project, which results in the condition not being investigated in depth. The purpose of this article is to revisit Husserl’s findings and to go further and approach a systematic phenomenology of the affective phenomenon. To this end, we analyze the scope and limitations of Husserlian analysis and show the extent to which it is based on cognitive bias. In this regard, we will reveal the fundamentally valuational and corporal character of the affective experience, a feature that finds empirical evidence in recent advances framed in the cognitive sciences.
A Phenomenological Critique of John Campbell’s Thought Insertion Analysis
The growing interest of academia in psychiatric phenomena has favored the development of interdisciplinary analyses that combine philosophy with other fields such as medicine, neuroscience and cognitive sciences. For example, John Campbell has attempted to analyze the phenomenon of thought insertion and the constitution of thought agency through the efferent copying model developed by Christopher Frith and other neurophysiologists. Initially, such a model was intended to account for the agency of voluntary movement, making its application to the realm of mental phenomena a challenge. This paper seeks to analyze the model proposed by Campbell based on some of the central concepts in Gallagher’s and Zahavi’s phenomenology and phenomenological psychiatry.
It seems strange that Ludwig Wittgenstein does not explicitly mention or deal with issues related to ethics in the Philosophical Investigations and most of the works following the Tractatus Logico-philosophicus. With this in mind, in this paper, I would like to deal with the place of ethical questions in the “new way of guiding thought” developed by Wittgenstein throughout his post-Tractatus works. The objective of this paper is to outline a conception of ethics in the late thought of Wittgenstein, who, despite devoting very few lines to these issues following the Tractatus, provides elements to develop a possible ethical conception in the framework of his late thought. To this end, I will first describe some central aspects of the Lecture on Ethics that should be present in Wittgenstein’s conception of ethics. Secondly, I will present Wittgenstein’s new way of thinking, most fully expressed in the Philosophical Investigations. In the last section of the paper, I will try to articulate the different aspects of ethics in a manner consistent with Wittgenstein’s late thinking, which I hope will stand out throughout this paper.
The Influence of Prior Learning Experiences in the Training of Teachers of Spanish as a Foreign Language
In Colombia, teachers of Spanish as a foreign language achieve professionalization at the postgraduate level (specialization or master’s degree), since there are still no undergraduate programs in the field. This article reports the findings of a study on the possible influence of prior learning experiences of applicants for the Master’s Degree in Teaching Spanish as a Foreign and Second Language of Instituto Caro y Cuervo on their teaching training. From the content analysis of the written answers that the applicants have provided to answer a question that explicitly inquires about their learning experiences and previous beliefs, in the pedagogical aptitude test applied during the admission process to the program, we conclude that the prior beliefs that teachers build as students are resistant to change, since the teaching practices that the master’s degree applicants would repeat in their teaching work (184,49 %) almost duplicate those that they would change (98,26 %) and what they would do (95,25 %). Therefore, we assume that those practices that applicants would repeat derive from positive learning experiences, while those that they would change derive from negative ones.
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Joseph Butler (1692-1752) es uno de los filósofos y teólogos ingleses más destacados del siglo XVIII. La presente traducción corresponde a uno de los textos breves que el Obispo añadió a The Analogy of Religion, to the Constitution and Course of Nature. En él reflexiona sobre la identidad personal y dialoga con los argumentos de uno de los más eminentes filósofos de la modernidad: John Locke. El texto original en inglés, sobre el que hicimos la traducción, hace parte del Project Gutenberg.
Returning to the Neighbor from Fragility
Who is the sick person? Is it someone strange who has come from another world to bring us bad news? This text shows how illness is a close state of human life, not strange or distant, which confronts us with the vulnerability of life as a fundamental aspect of the human condition. In illness, there is the possibility of getting closer to the other, to care and be cared for, to welcome and be welcomed. Given the above, in illness, it is possible to be with others from the guarantee of freedom and the responsibility that this entails. In this sense, doctors and philosophers, as they have taken on the task of caring, must assume with responsibility the accompaniment and attention of people overwhelmed by illness and the harshness of existence.
Knowledge of God Through Union of the Wills
This paper starts with the question of how can mystical experiences provide knowledge of God, if they are beyond our intellectual capabilities. I decided to approach this question from the thought of Teresa of Avila. To explain the plausibility of my thesis, I give some general context about The Interior Castle, to conclude that Teresa speaks of two different levels of knowledge and to present how the will is the one that grasps knowledge of God. About my starting question, I answer that from a Teresian point of view we are capable of acquiring knowledge of God from mystical experiences because there are two levels of knowledge and one of them is not dependent on the intellect. I then explain how this non-intellectual knowledge might work with the will being, able to grasp this second level of knowledge* by achieving union through a supernatural experience.
This text presents a reflection on the challenges of contemporary cities, among which stands out the risk of turning against themselves due to depersonalizing practices that determine the way they are inhabited. Initially, some characteristics of current cities and some examples of practices that deny the person are quickly examined. Subsequently, the theoretical and practical role of the humanities is proposed, which, while remaining liberal knowledge, fulfill an important social function. Finally, it is concluded that the humanities can offer solutions to the challenges presented by cities.
Recovering the Dialogue with Reason, the Greatest Challenge of Religion
As an answer to the social situation after the breaking of the harmony between faith and reason in the Modern Age, Joseph Ratzinger defends the current relevance of religion and points that recovering the lost harmony is the principal challenge that it has for influencing in the plural contemporary society. This article explores the possible scenarios in which the dialogue faith-reason could be carried out, such as the struggle for peace, in university, culture, political thinking and interreligious dialogue.
Principios morales en educación (secciones IV y V)
John Dewey (1859-1952) es reconocido por dar continuidad al legado de las primeras elaboraciones del pragmatismo de Charles Pierce y Williams James y a su vez por desarrollar su propio análisis sobre la dimensión social y política de este movimiento filosófico, aporte que sustenta las contribuciones a otros campos de saber y de manera especial a la pedagogía. La reflexión sobre la educación representa un asunto central en el pensamiento del filósofo estadounidense desde el desarrollo teórico, reflejado en su prolífica obra clasificada como pedagógica, y en su actividad política en el movimiento progresista. La doble arista de la vida de Dewey es coherente con uno de los principios pedagógicos promulgados por él: la unión indisociable entre la dimensión moral e intelectual en la formación humana a través de la experiencia, aspecto que fundamenta su crítica a la educación tradicional de su tiempo, la cual propende por el desarrollo de capacidades intelectuales hacia un fin último (apropiación de asignaturas escolares o preceptos morales), fenómeno que se evidencia en la imagen del ciclo escolar como proceso que prepara al niño para la vida adulta por encima, o mejor, a pesar de su experiencia presente. El análisis sobre dicha relación es tratado ampliamente en el texto Moral Principles in Education, publicado por primera vez por Dewey en 1909 bajo el auspicio de la firma Houghton Mifflin Company, de EE. UU., y difundido en 2008 en su versión electrónica por el Proyecto Gutenberg, de donde se extraen los fragmentos originales que en esta edición se traducen al español. Por las razones señaladas, se considera fundamental para la filosofía de la educación contemporánea la difusión de la citada obra en lengua castellana, por la vigencia de sus planteamientos en la reflexión del papel de la escuela, pero sobre todo de la educación, en la formación moral del sujeto, no como un asunto del futuro ciudadano, sino como un aspecto inherente a la vida escolar cotidiana.
A Practical Definition of the Concept or Phenomenon of Oppression
I reflect on the difference between ordinary and oppressive violence, so I can introduce the kyriarchy concept. First, I list reasons for using this definition, which are related with the confusion created in the absence of this concept; then I provide further reasons on why not understanding this concept weakens our actions and strategies for transforming this public problem. Second, I offer a practical definition of kyriarchy that comprehends concepts such as narratives, minoritized groups, micro aggressions, discrimination, violence, and residual effects. Throughout the text I differentiate between modern and traditional prejudices and oppressions. I build on concepts coming from philosophy, sociology, and social psychology.
Updating of audiovisual material for SFL teaching (Spanish as a foreign language)
This article reports the editing process of an audiovisual material for teaching Spanish as a foreign language (SFL), which arose mainly from experience, intuition and incursion in the field of material design. In the light of self-assessment, literature and the opinions of experts, it showed mistakes that pretend to be improved in a new material. This improvement results from an organized exercise of observation and self-reflection, which was also nourished by the opinions of experts in the areas of linguistics, pedagogy and audiovisual design, as well as the pedagogical, linguistic and audiovisual criteria that must be taken into account when designing audiovisual materials for educational purposes. This research seeks to rescue, on one hand, the value of teaching materials created by teachers from experience, but also from training, conscious planning and interdisciplinary work; and on the other, the process of constant reflection that allows us to understand, explain and intervene our teaching practice. Finally, the product resulting from this investigative exercise contributes to increasing the stock of materials available for teaching and learning this language, contextualized in the Colombian (cultural and linguistic) variety.
Literature from a decolonial intercultural perspective
The purpose of this contribution is to address a literary text analysis perspective that is framed in a critical and decolonial intercultural pedagogy, all in dialogue with the implications in Applied Linguistics for the teaching of Spanish as a foreign language. We take as a source of analysis the Latin American costumbrista literature of the 19th century, considering it as a rich source of approach and treatment of sociocultural and linguistic aspects in the Spanish classroom for academic purposes. We begin with a tour of the ways in which literature has been defined from the traditional Eurocentric perspective, since these influence, to a great extent, the approach of the literary text in Spanish as a foreign language classroom. Subsequently, we review conceptual elements of the critical and decolonial intercultural approach for the language classroom, which facilitate other views of understanding the literary text in relation to sociocultural issues and allow the training of foreign language learners in terms of social implication and justice. We propose the analysis of Latin American costumbrista literature as a decolonizing model and critical reflection on the social and linguistic dynamics between individuals and cultural groups, from the language classroom.
Implications of a virtual learning object for teaching Spanish L2 in an indigenous community
This article analyses the pedagogical and technological implications of the design of a Virtual Learning Object (VLO) aimed at a Colombian indigenous community to support the teaching practices of Spanish as a Second Language (E2L) from an intercultural perspective. The main objective from the investigation was to design an VLO as complementary didactic material that would support the teaching of E2L in the Emberá-Chamí community of Altomira, Colombia. The VLO was built based on the integration of the methodologies proposed by Graves (1996) and Morales-Martín et al. (2016). Additionally, semi-structured interviews were conducted with the community's ethno-educators and some of the teaching materials used were reviewed. Hence, it was possible to identify the need of structuring materials to work with these communities from an intercultural perspective, responding to their reality and context, since the instruments currently used are decontextualized and addresses Spanish as the first language (L1). In addition, the importance of an interdisciplinary perspective that coherently articulates programming tools with pedagogical and didactic intentions is highlighted, involving ICTs in teaching indigenous communities, a necessary and pertinent challenge. Finally, the pedagogical and technological skills and knowledge of ethno-educators must be recognized.
Tensions and ruptures between two ways of reading and writing the world
The theme of this article is a research related to bilingual intercultural education (bie), in which the literacy processes and cultural clash of a migrant indigenous population in Bogotá were assessed. The central problem of this work revolves around the interaction between two cultural models-indigenous and non-indigenous - and their implications in the acquisition of reading and writing in an ethnic group. The intention of this considerations is to contribute both to the understanding of the systems of signification and representation of indigenous students and their re-signification in the classroom. To answer the research question posed, i.e. What theoretical-pedagogical aspects should the bie consider in order to re-signify the social practices of reading and writing in Spanish as a second language of the indigenous communities in displacement situations?, some sociocultural practices that demand certain discursive productions were analyzed, as well as certain tensions and ruptures that emerge when a national language and an indigenous language come into contact. The study was carried out under the methodology of action-research, using techniques of participant observation, focus groups and interviews for data collection. The results reflect a cultural, linguistic and discursive clash caused by the disparity indigenous and non-indigenous approaches to reality and to knowledge acquisition, conflict that interferes with the schooling processes. It is concluded that it is necessary, from a normative and practical field, to analyze the exclusionary logic that characterizes discursive practices in our territory and to raise awareness, from positions of openness, to the State actors (directors, teachers and students) about the need to generate intercultural spaces of mutual growth, based on concrete sociocultural practices in which reading and writing (re)acquire meaning for this type of populations.
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