Law Teaching to Students with Differentiated Identities of the Universidad Autónoma de Chiapas

Abstract

This text presents a concrete experience on the teaching of Mexican positive law in intercultural contexts. In Mexico, education at all levels is taught in Spanish, a distinctive feature of a unilinear and hegemonic development model that excludes diversity and pluralism in all its forms. The current challenge is to give concreteness and effectiveness to the right to communicate in any of the indigenous languages spoken in the Mexican territory and to exercise indigenous regulatory systems. For this, it is essential to know the Mexican legal framework that since 2011 recognizes the block of constitutionality of human rights. This purpose is what is marked in the teaching of positive law and indigenous law to students of the School of Management and Indigenous Self-development of the Autonomous University of Chiapas, since as future generations of managers they must accompany, promote and follow up processes organizational, relationship with the Mexican State and demand for rights, taking into account both the eminently state law and the law of indigenous communities and peoples, the tensions between the two, their concordances and the dialogical horizons that enable effective compliance of the right to language and culturally appropriate education.