{"id":3337,"date":"2026-10-25T18:37:38","date_gmt":"2026-10-26T00:37:38","guid":{"rendered":"https:\/\/ddmx.cc\/blog\/archivos\/3337"},"modified":"2026-10-25T18:37:38","modified_gmt":"2026-10-26T00:37:38","slug":"interculturalidad-en-multigrado-entre-el-discurso-de-la-nem-y-la-realidad-del-olvido-escolar","status":"publish","type":"post","link":"https:\/\/ddmx.cc\/blog\/archivos\/3337","title":{"rendered":"Interculturalidad en Multigrado: Entre el Discurso de la NEM y la Realidad del Olvido Escolar"},"content":{"rendered":"<h2>El Pizarr\u00f3n Cr\u00edtico: An\u00e1lisis de fondo<\/h2>\n<p>La reciente hoja de ruta pedag\u00f3gica y de gesti\u00f3n para escuelas multigrado de la Nueva Escuela Mexicana, publicada en los insumos oficiales del <a href='https:\/\/gestion.cte.sep.gob.mx\/insumos\/docs\/2627_s2_multi_interculturalidad_escuelas_multigrado.pdf'>Consejo T\u00e9cnico Escolar (SEP CTE)<\/a>, pone sobre la mesa un debate urgente: la necesidad de transitar de una interculturalidad puramente funcional a una de car\u00e1cter cr\u00edtico. El documento establece que la diversidad ling\u00fc\u00edstica y cultural debe dejar de ser un elemento decorativo en los honores a la bandera o en festivales aislados, para convertirse en el eje articulador del aprendizaje, garantizando el derecho a la educaci\u00f3n biling\u00fce y combatiendo las estructuras de poder que hist\u00f3ricamente han marginado a las lenguas originarias.<\/p>\n<h2>Desglose: Teor\u00eda, Riesgos y Gesti\u00f3n Pedag\u00f3gica<\/h2>\n<p>El documento oficial desglosa con precisi\u00f3n conceptual varios elementos fundamentales para el ciclo escolar 2026-2027:<\/p>\n<ul>\n<li><strong>Interculturalidad Cr\u00edtica vs. Funcional:<\/strong> Mientras la funcional se limita a reconocer la existencia de la diversidad, la cr\u00edtica cuestiona el racismo, el eurocentrismo y las asimetr\u00edas de poder que relegan a las lenguas ind\u00edgenas al \u00e1mbito dom\u00e9stico.<\/li>\n<li><strong>Gesti\u00f3n en Multigrado:<\/strong> Se reconoce que dos de cada tres primarias ind\u00edgenas y una de cada dos preescolares ind\u00edgenas en M\u00e9xico operan bajo la modalidad multigrado (INEE, 2019). Ante esto, se propone aprovechar la heterogeneidad de edades y saberes para evitar agrupamientos r\u00edgidos.<\/li>\n<li><strong>Fen\u00f3menos Ling\u00fc\u00edsticos:<\/strong> Se advierte sobre riesgos pedag\u00f3gicos severos como la <em>diglosia<\/em>, el <em>biling\u00fcismo sustractivo<\/em> (la p\u00e9rdida de la lengua materna al asimilar el espa\u00f1ol) y el <em>desplazamiento ling\u00fc\u00edstico<\/em>, clasificados por el INALI (2012) en distintos grados de riesgo.<\/li>\n<li><strong>Acci\u00f3n Pedag\u00f3gica y Comunitaria:<\/strong> Se fomenta el uso de monitores ling\u00fc\u00edsticos entre estudiantes, la integraci\u00f3n de abuelos y sabedores comunitarios, y la obligaci\u00f3n de realizar diagn\u00f3sticos socioling\u00fc\u00edsticos situados para transitar del Programa Sint\u00e9tico al Anal\u00edtico.<\/li>\n<\/ul>\n<h2>La Realidad Escolar: Cuando la hoja de ruta choca con el abandono<\/h2>\n<p>Sin embargo, es aqu\u00ed donde <em>El Pizarr\u00f3n Cr\u00edtico<\/em> debe hacer una pausa necesaria. El documento t\u00e9cnico plantea un escenario ideal: docentes capaces de realizar diagn\u00f3sticos socioling\u00fc\u00edsticos profundos, escuelas perfectamente articuladas con la comunidad y aulas donde el espa\u00f1ol deja de ser el centro absoluto del conocimiento. Pero, \u00bfqu\u00e9 pasa cuando contrastamos esta teor\u00eda con las aulas reales de M\u00e9xico?<\/p>\n<p>En la pr\u00e1ctica cotidiana, el maestro multigrado no solo atiende a tres, cuatro o seis grados en un mismo sal\u00f3n, sino que suele cargar con la direcci\u00f3n de la escuela, el mentado Programa de Mejora Continua convertido en burocracia de archivo, y una sola plaza docente donde el tiempo es el recurso m\u00e1s escaso. Hablar de descentrar el espa\u00f1ol y crear un ambiente letrado en lengua originaria suena revolucionario, pero suena a utop\u00eda cuando el propio docente no es hablante de la lengua de su comunidad, o cuando el sistema no provee materiales did\u00e1cticos biling\u00fces suficientes y actualizados.<\/p>\n<p>La Ley General de Derechos Ling\u00fc\u00edsticos de los Pueblos Ind\u00edgenas (2003) consagra el derecho a una educaci\u00f3n biling\u00fce e intercultural, y las intenciones de la Nueva Escuela Mexicana apuntan en la direcci\u00f3n correcta al rescatar los saberes comunitarios. No obstante, el peligro latente es que este esfuerzo quede atrapado en el papel: un formato m\u00e1s de planeaci\u00f3n anal\u00edtica que el maestro llena por cumplir ante la supervisi\u00f3n, mientras en el aula sigue lidiando con la falta de infraestructura, el aislamiento geogr\u00e1fico y la p\u00e9rdida acelerada del patrimonio ling\u00fc\u00edstico de sus alumnos.<\/p>\n<h2>Reflexi\u00f3n final<\/h2>\n<p>La informaci\u00f3n oficial nos convoca a replantearnos la ense\u00f1anza, pero la realidad escolar nos recuerda que ninguna transformaci\u00f3n pedag\u00f3gica es posible sin una verdadera dignificaci\u00f3n de la labor docente y dotaci\u00f3n real de recursos a las escuelas que menos tienen. Te invitamos a reflexionar y dejar tu perspectiva en los comentarios:<\/p>\n<blockquote>\n<p><strong>1.<\/strong> \u00bfConsideras que tus actuales herramientas pedag\u00f3gicas y tiempos administrativos te permiten realizar un diagn\u00f3stico socioling\u00fc\u00edstico real y una planeaci\u00f3n verdaderamente situada en contextos multigrado?<\/p>\n<p><strong>2.<\/strong> \u00bfC\u00f3mo ha vivido tu comunidad escolar la integraci\u00f3n de sabedores y abuelos al aula, m\u00e1s all\u00e1 de la simulaci\u00f3n institucional?<\/p>\n<\/blockquote>\n","protected":false},"excerpt":{"rendered":"<p>El Pizarr\u00f3n Cr\u00edtico: An\u00e1lisis de fondo La reciente hoja de ruta pedag\u00f3gica y de gesti\u00f3n para escuelas multigrado de la Nueva Escuela Mexicana, publicada en los insumos oficiales del Consejo T\u00e9cnico Escolar (SEP CTE), pone sobre la mesa un debate urgente: la necesidad de transitar de una interculturalidad puramente funcional a una de car\u00e1cter cr\u00edtico. 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