Linguistic inclusion program in a school in the Mexican southeast.

Abstract

This intervention project is a guide that an urban educational center in the Mexican southeast will adopt for the improvement of the social conditions of the students; which will affect their academic, personal and institutional performance. Derived from the above, the linguistic discrimination of students who speak the Chontal and Chol languages in student communities whose first language is Spanish has been identified as a problem. The structure of the program entitled "School intercultural inclusion" is made up of sessions scheduled in three dimensions, within which the following items are included: topic, intervention modality, objective, didactic technique, activity and resources. This school proposal will provide various tools to the Educational Team to achieve the objectives set.