Fundamental idea: Previous literacy in mother/indigenous language, using international gestures. Students access a second literacy (in the language of the school) with writing knowledge in their native language as well as a set of gestures common to both languages.

Structuring
We propose a set of 60 gestures divided into two series:

– 1st Series: Gestures for Literacy

Sorted into four groups: Knowing, Relationship, Environment, Activity

Teaching Proposal

No matter the literacy teaching method that is used (without ruling out the creation of methods specially adapted to this proposal) for the mother-tongue literacy (possibly involving small groups and families), students should end up with a knowledge of these 60 proposed concepts, each with the appropriate gesture. In parallel, at the end of this run-up (preschool) literacy, students should be able to read and / or write at least half of these 60 concepts (putting off those whose reading or writing is more difficult in this particular language).

Thus, the student will count with these 60 gestures (which should be part of the school culture) upon entering the school to facilitate their integration into educational activities.

– 2nd Series: Gestures for Intercultural Education:

Sorted according to four vectors:

These four vectors are based on principles of UNESCO:

– OUR CULTURES – Cultural Heritage

– MY RIGHTS – Human Rights

– PEACE IN EQUALITY – Culture of Peace

– GROW WITH RESPECT – Sustainable Development

Teaching Proposal

The school should incorporate all of these 60 gestures in the school culture as much as possible. Upon arrival students will undergo a series of activities which will produce an initial multilingual communication (in the different students native and / or indigenous languages ​​and in the school language, being the common gestures the link that makes it possible).

Students will receive additional training in their own language to complete the reading and writing of the 60 concepts (for which the teacher must be able to write them in the different languages ​​of the students). In a parallel way, they will starting to learn literacy in the school language, with special emphasis on reading and writing the common gestures (the development of materials for this task should be specifically considered).

During the subsequent schooling, gestures can be presented in written form, so as to produce oral, written and visual activities in which the gestures are an additional communicative, emotional, multicultural and multilingual component of them.

The grouping of gestures in four vectors should allow to include educational activities in the following concepts of the Framework Law for Indigenous Intercultural Education that has been approved by the Latinamerican Parliament:

Crosscutting themes: Intercultural, Human Rights, Gender Equality, Transparency and accountability.

Principles: Equality, Interculturality, Quality, Integrity, Social Participation, Cultural Identity, Culture of Peace for the conflict resolution.

I – OUR CULTURES

Cultural Heritage

Interculturality

Cultural Identities

Literacy

II – MY RIGHTS

Human Rights

Equity

Integrality

Children

III – PEACE IN EQUALITY

Culture of Peace

Gender

Social Participation

Friendship

IV – GROW WITH RESPECT

Sustainable Development

Quality

Transparency

Globality