document | Education for Sustainable Development: an approach to encourage linguistic diversity in urban and rural contexts: case studies in southeast Mexico

This proposal presents the strategies of the teachers’ collectives in developing school environments that promote linguistic diversity in urban and rural environments, in Acapulco, Guerrero, and Hopelchén, Campeche, respectively, contexts crossed by processes of migration and discrimination, in particular, towards the speaking population of indigenous languages. It is argued that, because the focus of intercultural bilingual education is limited to rural areas, Education for Sustainable Development (ESD) can be a guide that complements the efforts of teachers in promoting inclusive environments. In turn, the limits of the discourse of sustainability are pointed out, given that it makes subjects such as indigenous peoples as "vulnerable", which requires qualifying them as subjects of rights. As the teaching groups are the first line of intervention in dealing with these dimensions of exclusion, integration efforts from the school contribute to make visible the dimensions that discriminate against the indigenous language speaker population while contributing to their integration and consequently to the exercise of their right to a quality education with equity, according to Sustainable Development Goal 4: guarantee an inclusive, equitable and quality education and promote lifelong learning opportunities for all.