Originating languages. Transiting in the “modern” world

Abstract

This article analyzes the situation of students and teachers who use native languages at the Universidad Mayor de San Andrés (UMSA, La Paz - Bolivia) and the Universidad Indígena Boliviana Aymara “Tupak Katari” (UNIBOL-A-TK). In these two universities (UMSA, Linguistics and Languages career, Mention: Linguistics and Native Languages and in UNIBOL-A-TK in four degrees) the teaching and learning of native languages or languages is taught as simple subjects, where a bilingual (Aymara-Spanish or Quechua-Spanish) only learn to read and write in their mother tongue. Often students from rural Aymara areas, who defend their thesis and / or thesis in their mother tongue, do not have guarantees of living and performing professionally in their mother tongue, as a consequence of the monocultural educational policies expressed in the school based on colonial contact violent with the Spanish language.