Uruiaɨ Uifikɨmo Komuinafue. Niños creciendo en los llanos

Abstract

Project presented as a requirement to fulfill language homologation for students of the Tejiendo Interculturalidades program. The Maguare Indigenous Reservation is located on the outskirts of the municipality of Villavicencio, in the Amazonian indigenous peoples (Uitoto and Tatuyo) who were displaced from the Amazon and Vaupés departments. Now, its inhabitants are in a process of reterriorialization in the department of Meta, in which they have contributed to the process of recognition and political participation of indigenous peoples in state, municipal and departmental spaces. Within the community a process of revitalization of the Uitoto mɨnɨka (m + n + ka) language is being carried out, for this, despite many mishaps and debates with the municipal administration, a headquarters of the Alfonso López Pumarejo school has been allowed, but the The objective of the reservation is to allow the creation of an educational institution of its own and managed by the RIM, a process that is still in debate with the municipal administration. However, even if ethnoeducation has been accepted, the headquarters within the reservation continues to depend on the curricular network of the Alfonso López Pumarejo School, which has not allowed the differential approach and the generation of identity of the students to occur. Through this, the need arises to create didactic materials that serve as mechanisms for strengthening the Uitoto mɨn idiomaka (m + n + ka) language for the students of the Bello Nacer school, and the children of the community home. According to this action, within the Maguare Indigenous Reservation there is a deficit of the Uitoto mɨnɨka (m + n + ka) language, a fact that is evident in children and young people, most of whom do not speak or understand the language. Therefore, from the career in which I am studying, I seek to generate a mechanism where young people and children have as a basis to understand the language, and practice it in the classrooms, for this I have configured the development of 10 primers and 10 dictionaries , that serve as a mechanism for ethno-education inside and outside the classroom, which will serve as a method of learning and encouraging the mother tongue. As for the ethno-reading sessions, where the lack of written materials in the language has not allowed the necessary understanding to be given, and that the primers with stories, stories, narrations, poems and songs will serve as a complement for the strengthening of the knowledge of the Uitoto people.