Literacy process in the curriculum: third phase of primary education in a Nahuatl context with contributions from the New Mexican School

Abstract

This research analyzed the literacy process in the third phase of primary education in a Nahuatl community in the state of Hidalgo, based on the pedagogical and curricular principles of the New Mexican School. Literacy was understood as a situated sociocultural practice, beyond the technical learning of reading and writing, considering the mother tongue, cultural identity, and community dynamics as central elements of the educational process. The study followed a mixed-methods approach with an instrumental case study design. Qualitative techniques included participant observation, semi-structured interviews, and document analysis, while quantitative instruments consisted of surveys and culturally adapted bilingual literacy assessments. The findings showed that the pedagogical use of Nahuatl significantly enhanced reading comprehension, student participation, and motivation toward writing, particularly when cultural narratives and oral practices were integrated. However, tensions were identified between bilingual classroom practices and institutional demands that prioritized assessment in Spanish, as well as a limited availability of instructional materials in the indigenous language. The study concluded that situated, bilingual, and intercultural literacy contributed to meaningful learning and the strengthening of students’ cultural identity, although structural challenges related to teacher training, educational resources, and the effective implementation of the New Mexican School principles in Indigenous contexts persisted.