Decolonial voices, the translation of elementary education textbooks into the seri language cmiique iitom in Punta Chueca, Sonora

Abstract

This article examines the translation of Primary School Textbooks into the Seri language, cmiique iitom, as an act of resistance against the coloniality of power and the linguistic hierarchies imposed by modernity, drawing on the central theoretical contributions of Aníbal Quijano, Walter Mignolo, and Catherine Walsh. Methodologically, the study is grounded in fieldwork, interviews with Seri teachers and translators, and a critical analysis of the theoretical proposals of the aforementioned authors. This approach makes it possible to challenge the linguistic hegemony of Spanish and to highlight insurgent practices in the production of knowledge. However, the findings show that translation, although meaningful, is insufficient if it is not accompanied by curricular adaptation rooted in the worldview, territory, and everyday life of the Seri people. In this regard, the article argues for the need to move toward educational materials that integrate traditional narratives, ecological knowledge, and community-based forms of learning, shaping an educational horizon that is truly intercultural, territorialized, and decolonial.