Abstract:

The United Nations considers education to be a right for indigenous populations, as it is a key factor in the preservation of their cultural heritage and richness. In Mexico, the General Law of Linguistic Rights of Indigenous People recognizes languages as an integral part of the national cultural and linguistic heritage, since they are one of the main manifestations of the Nation's multiculturalism. Mexico has a great diversity of indigenous groups distributed throughout the country, therefore the variety of languages are part of the cultural diversity of the people and constitute a means of communication. Over the years, these languages have been lost due to backwardness, discrimination and the lack of spaces for education, which has caused speakers to migrate to other states of the country and hide the use of their native language. The objective of this work is to develop an architectural prototype of a Cultural Center for Indigenous Languages in order to replicate it in places with high rates of speakers of indigenous languages for the promotion and preservation of languages, traditions, writing systems and literature for future generations. The methodology used is quantitative and qualitative, since it was necessary to identify the populations with a majority of indigenous speakers, as well as the cultural characteristics of these groups and the consultation of the legal framework applied to this type of architecture. The result of this study was to establish the scope and characteristics of the spaces that integrate the project, which not only refers to educational issues but also to the teaching of artistic expressions and folklore, which are part of the culture and tradition of indigenous groups.

Keywords:

Education, indigenous people, cultural richness, indigenous languages.