Equity, pertinence and relevance on education through art, the Mayan solar and Mayan language

Abstract

The article analyzes how pertinence, relevance and equity can be built in a collaborative project that focuses on art, the Mayan solar and the Mayan language, to transform primary education from the community level, and implemented in two communities in the state of Yucatan in articulation with its primary schools. Through interviews with the project coordinators, their workshops facilitators, school teachers, and mothers and fathers, as well as drawings-interviews with students and non-participant observation, the qualitative data was constructed and analyzed at light of the initially mentioned categories. The project has triggered pertinent educational processes based on situated learning, together with the strengthening of the Mayan language, the reconnection of boys and girls with the land, as well as greater links between schools and communities; it has fostered more relevant education by contributing positively to the achievement of school learning and has fostered greater educational equity through the emphasis on triggering new expectations about the education of boys and girls, as well as unexpected learnings in the communities for assuming themselves as vulnerable contexts.