"Strengthening of cultural identity through teaching and learning of the Arhuaca language in the Ati Kwakumuke Community-Pueblo Bello-Cesar-Colombia"
ARHUACA LANGUAGE IN THE " Ati Kwakumuke " COMMUNITY Pueblo Bello - Cesar - COLOMBIA PROJECT COST: $ 8,585.71

Intercultural management proposal for the Teaching of the Arhuaca indigenous language. It arises as the need to respond in a more comprehensive and effective way to comply with the Law of Origin (1), Colombian interculturality and the appropriation of the history of the Arhuaca nation, through the learning of the mother tongue Ikun. The importance of the present proposal to develop a learning space of the own language in the municipality of Pueblo Bello in the urban area, it is necessary and urgent because there is no educational institution that offers said service and the means for teaching the Arhuaca language to indigenous Arhuaco children and adolescents who live within the urban perimeter, allowing solutions to a number of children and young people in terms of learning the Arhuacao ikua indigenous language, in turn, strengthening the cultural identity, philosophy, knowledge, the ethical principle of a millennialtown and native that seeks to guarantee the stability of their own government therefore the total protection of the people Arhuaca its territory


The countries that make up Latin America today are a group of peoples endowed with diverse cultures, languages and ethnic groups, the result of long and complex historical processes. However, the recognition of this cultural diversity is relatively recent, especially with regard to indigenous societies. The situation of poverty in which these societies find themselves is also reflected in the field of education. Despite the great literacy effort made throughout the region in recent decades, high rates of illiteracy persist among indigenous ethnic groups and communities, which shows that national educational systems do not adjust to the needs of indigenous peoples. The answer to this reality is the adoption of policies that lead to a differentiated education that takes into account the plurality of languages, and therefore cultures. One of the most frequent criticisms of bilingual education programs has been precisely their character of an instrument for learning the official language and to improve school performance; although they supposed the subordination of the indigenous culture to the dominant culture. Moreover, a crucial point for intercultural bilingual education taking ownership of the mother tongue is obviously teacher training. As is well known, teacher training schools are directed by silencing or omitting in the majority of the time the cultural diversity, the multilingual character and the composition of the multiethnicity of many Latin American societies. In the Colombian context, specifically the Arhuaco people, their language is known as the Ikun, which is widely spoken and corresponds to the most extended and important linguistic family in all aspects. On the other hand, it is true that the interest of adults to extend the language to their children has been neglected and much less to motivate them to learn the history of the Arhuaco people with their cosmogony and worldview. (1) are those ancient norms that existed before dawn If these indigenous people are made to understand that learning the mother tongue also implies understanding the cultural legacy of the Arhuaca nation.