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Uso Del Namui Wam Y La Escritura Del Castellano: Un Proceso De Tensión Y Distensión Intergeneracional En El Pueblo Guambiano (Departamento De Cauca- Colombia)

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Uso Del Namui Wam Y La Escritura Del Castellano: Un Proceso De Tensión Y Distensión Intergeneracional En El Pueblo Guambiano (Departamento De Cauca- Colombia) UNIVERSIDAD MAYOR DE SAN SIMÓN FACULTAD DE HUMANIDADES Y CIENCIAS DE LA EDUCACIÓN DEPARTAMENTO DE POST GRADO PROGRAMA DE EDUCACIÓN INTERCULTURAL BILINGÜE PARA LOS PAÍSES ANDINOS PROEIB Andes USO DEL NAMUI WAM Y LA ESCRITURA DEL CASTELLANO: UN PROCESO DE TENSIÓN Y DISTENSIÓN INTERGENERACIONAL EN EL PUEBLO GUAMBIANO (DEPARTAMENTO DE CAUCA- COLOMBIA) Agustín Almendra Velasco Tesis presentada a la Universidad Mayor de San Simón, en cumplimiento parcial de los requisitos para la obtención del título de Magíster en Educación Intercultural Bilingüe con la Mención Planificación y Gestión Asesor de tesis: Dr. Luis Enrique López Cochabamba, Bolivia 2000 DEDICATORIA A mi padres, Isidro acompañante espiritual tan sólo en mis sueños y Elena compañía física y espiritual en el dolor y la alegría. A mis queridos hermanos por su sincero apoyo moral Y a cada uno de mis recordados familiares. Namui tatamerai asik kucha kualommorik, Namui maiwan tamarop melapelu kutri. Maya kollimisamerai nu isup, nu wam purokuchipelan wento urekwai. Kusrem purukupelai lata, urek usralmerai, urek muskaliai, kusrep melapelai lata maya misakmerai kon ipe. i AGRADECIMIENTOS Especialmente al cuerpo del Cabildo del Resguardo Indígena de Guambía, extensiva al Movimiento de Autoridades Indígenas de Colombia, en la personalidad de Tata Flo- ro Tunubalá y Tata Lorenzo Almendra, quienes muy hermanablemente me permitieron convivir en ese intenso proceso, que ellos vivencian cotidianamente en permanente interacción con la comunidad. De la misma manera, al cuerpo docente como adminis- trativo del Colegio Agropecuario Guambiano; en particular a las profesoras Ana Delia Tunubalá, Bárbara Muelas y a los profesores, Samuel Almendra y Álvaro Pechené, por facilitarme compartir unos minutos en su ardua tarea de ayudar a aprender, como al Comité de Educación, y a Jesús A. Hurtado por su apoyo lingüístico. También, a cada uno de los actores del Korosrai ya (Casa de Consejos), de manera especial a los con- sejeros y a los tatas, que me facilitaron vivenciar sus sabios consejos y escuchar la palabra de los mayores. Nai mantrau kotrí (desde lo más profundo), a mis queridos taitas y mamas: Elena Velasco, Felipe Calambás, Lorenzo Almendra, Javier Calambás y Esteban Ussa depositarias-os de la sabiduría de la vida guambiana, quienes me permitieron oír y registrar su voz desde los sueños. Finalmente, esta modesta labor no hubiese sido factible sin el concurso abierto y deci- dido de personalidades de las instituciones, que apoyan al fortalecimiento de los pue- blos indígenas en el orden nacional e internacional. Por un lado, el Ministerio de Edu- cación Nacional de Colombia, con el Programa Nacional de Etnoeducación y Desarro- llo Profesional del Educador, en coordinación con el Instituto Colombiano de Educa- ción en el Exterior (ICETEX). Por otro, el Ministerio de Educación Cultura y Deportes de Bolivia, en especial el Programa de Educación Intercultural Bilingüe para los Países Andinos (PROEIB-Andes) de la Universidad Mayor de San Simón (UMSS) de Cocha- bamba, que con todo su cuerpo docente especializado y equipo administrativo, dieron todo de sí con la orientación del Dr. Luis Enrique López, Asesor Principal del Progra- ma. En particular al Dr. Luis Enrique López, por su sabia y paciente orientación en el proceso de consolidación del presente trabajo, que fueron definitivas para su concre- ción. Gracias, también a cada uno de mis compañeros y compañeras de estudio, por brindarme un lugar en su corazón o en su mente, lo cual facilitó un espacio significati- vo para interactuar y abogar por la construcción de una comunidad de aprendizaje en- tre pueblos indígenas de cinco países, en un contexto multilingüe y pluricultural. ii RESUMEN Los resultados del presente estudio responden a cuestionamientos básicos sobre el uso del namui wam (nuestra voz), oralidad y la escritura del castellano en un proceso de tensión y distensión intergeneracional. Debido a la complejidad del tema, se gene- raron tres preguntas para orientar la investigación. La primera pregunta de entrada es: ¿Dónde, cómo aprenden y por qué se recurre a la oralidad y la escritura? Y la segunda pregunta de llegada, ¿Hay tensión intergeneracional entre los mayores no-letrados y las nuevas generaciones letradas en este contexto? Si lo hay ¿Cuáles son las estrate- gias creadas, para su distensión desde los consensos y disensos? Pregunta para fina- lizar y redondear el proceso. Del estudio así realizado, se obtuvo que en Guambía existen cuatro escuelas con una significativa diferencia en el uso de la oralidad guambiana y la escritura del castellano. De las cuales, tres son propias: La Casa de Consejos, el Cabildo y la de los mayores, que ayudan en minga a construir el camino guambiano hacia dentro, usando esen- cialmente la tradición oral, pero escribiendo en menor grado el castellano. En tanto que la escuela oficial, facilita el camino hacia fuera, con la preponderancia del uso de la escritura del castellano en el aula; aunque allí los estudiantes aprenden la técnica de la escritura y lectura, en lengua propia y en castellano. En este contexto, se encon- tró la existencia de una fuerte tensión intergeneracional, porque progresivamente la generación letrada da la espalda a la palabra de sus mayores y no enseñan la lengua materna a los hijos en la cocina, de lo cual se lamentan profundamente los taitas y las mamas. Sin embargo, los mayores contribuyen a generar procesos de distensión, me- diante la creación de “cercos escritos” trenzando la tradición oral con la escritura. Palabras claves: Namui wam (oralidad), escritura, tensión, wentoeló, tatas y taitas. iii ÍNDICE DEDICATORIA........................................................................................................... i AGRADECIMIENTOS ............................................................................................... ii RESUMEN ............................................................................................................... iii Capítulo 1. Introducción......................................................................................... 1 Capítulo 2. Aspectos metodológicos ..................................................................... 3 2.1 Planteamiento del problema........................................................................ 3 2.1.1 Presentación de las preguntas .......................................................................... 6 2.1.2 Objetivos de la investigación ............................................................................. 6 2.1.3 Justificación ............................................................................................................ 7 2.2 Metodología de la investigación................................................................... 9 2.2.1 Tipo de investigación .............................................................................................. 9 2.2.2 Descripción de la metodología ............................................................................... 9 2.2.3 Criterios de selección de la muestra...................................................................... 10 2.2.4 El procesamiento de los datos recolectados ......................................................... 13 2.2.5 Consideraciones éticas.......................................................................................... 14 Capítulo 3. Fundamentación teórica ................................................................... 16 3.1 Antecedentes ................................................................................................ 16 3.1.1 La oralidad ............................................................................................................. 16 3.1.2 Los dueños de la palabra ...................................................................................... 20 3.1.3 La tradición oral ..................................................................................................... 21 3.2 La escritura ................................................................................................... 24 3.3 Relación entre la oralidad y la escritura......................................................... 27 Capítulo 4. Presentación de los resultados........................................................ 35 4.1 Contexto de la investigación.......................................................................... 35 4.1.1 El Resguardo Indígena de Guambía ..................................................................... 37 4.1.1.1 Breve reseña histórica...................................................................... 37 4.1.1.2 ¿Quiénes somos? ............................................................................ 38 4.1.2 Aspectos geográficos y características de la población ........................................ 39 Namui wam ...................................................................................................................... 41 4.2 Descripción de los resultados del estudio...................................................... 44 4.2.1 Kusrem purukuinuk: El aula y su entorno.............................................................. 44 4.2.1.1 Historia oral sobre el plantel............................................................. 44 4.2.1.2 En el Aula......................................................................................... 47 4.2.1.3 Fuera del aula .................................................................................. 54 4.2.2 Korosrai ya . Procesos de justicia interna en la casa
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