Enseñanza del español en la selva peruana (1952-1972): análisis de los ejemplos de una serie de cartillas de lectura para aprendices indígenas

• Arias Bedoya, Franklin Yessid ^[1]
  1. [1] University of Verona

     University of Verona

     Verona, Italia

     
• Localización: Orillas: rivista d'ispanistica, ISSN-e 2280-4390, Nº. 14, 2025, págs. 799-842
• Idioma: español
• Enlaces
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• Resumen
  • español

    Las cartillas de castellanización indígena producidas en Hispanoamérica por el Instituto Lingüístico de Verano han recibido poca atención por parte de lingüistas y glotodidactas. Este trabajo, que combina un enfoque cuantitativo y cualitativo, busca reducir dicha brecha epistemológica mediante el análisis de los ejemplos de lengua en tres cartillas utilizadas entre 1952 y 1972 con infantes de comunidades silvícolas del Perú. Se describen sus características gramaticales y semánticas y se evalúa su progresividad. Se observa que los enunciados ofrecen una gama limitada de inputs, reproducen los roles de género en las comunidades indígenas y exhiben inconsistencias en la graduación de la complejidad de los ejemplos.

      The Spanish literacy primers for Indigenous peoples produced in Latin America by the Summer Institute of Linguistics have received little scholarly attention from linguists and didactics specialists. This mixed-methods study seeks to address this epistemological gap by analyzing the linguistic examples in three textbooks used between 1952 and 1972 with children from various Amazonian communities in Peru. The analysis examines their grammatical and semantic features and evaluates their progression. The findings indicate that the statements provide a limited range of linguistic input, reinforce traditional gender roles within Indigenous communities, and display inconsistencies in the gradation of example complexity.

  • English

    The Spanish literacy primers for Indigenous peoples produced in Latin America by the Summer Institute of Linguistics have received little scholarly attention from linguists and specialists in language didactics. This mixed-methods study seeks to address this epistemological gap by analyzing the language examples found in three reading primers used during the first stage of the bilingual school program (1952–1972), which was aimed at children from various Amazonian communities in Peru. The analysis examines their grammatical and semantic features and assessesthe progression of the materials. The findings indicate that the utterances provide a limited range of linguistic input, reinforce traditional gender roles within Indigenous communities, and display inconsistencies in the gradation of example complexity.