Pedagogical and contextual problems of a World Citizenship Educational Policy in Salvador Allende, Nayarit, Mexico

Abstract

Salvador Allende, Nayarit among other wixaritari - indigenous communities of less than 2,000 inhabitants, confront linguistic displacement and intergenerational cultural assimilation pro-blems that give limits to policies of attention to diversity and interculturality in the educational field. The international educational policy of a global citizenship of unesco, overcome the mul-tigrade-indigenous rural schools by a profoundly challenging local context. Through the case of Salvador Allende’s Nakawé elementary school, we describe and take place three major challenges for teachers and schools everyday world: linguistic diversity and its displacement in the community; religious multiplicity and internal political division through the formation of agrarian communities confronted at the local level. Through the knowledge of this case, our argument is that an international policy such as training for global citizenship is only possible based on territory, as well as on the analysis of the inductive, participating, and contradictory logics of community and local contexts. These are points out for decolonial pedagogical proposals beyond school its walls and controller scholar times.