Indigenous education in Yucatán: migration and dynamics of relationships in school

Abstract

Job opportunities have changed in the rural communities of Mexico. Fathers and mothers travel constantly between the urban centers where they work and the hometown. The dynamics that are generated impact the native language and the forms of relationship in the key actors, the families and the school. Children coexist with new experiences that open them windows to other meanings and reinterpretations of the world. Coexistence in school changes generating dynamics of relationships with those that traditionally would not be expected in a school of indigenous education, which perhaps are not provided for in official documents, and that the present work is responsible for observing.