La enseñanza del español en la selva peruana (1952-1972). Análisis de ejemplos de una serie de cartillas de lectura para aprendices indígenas

The Spanish literacy primers for Indigenous peoples produced in Latin America by the Summer Institute of Linguistics have received little scholarly attention from linguists and didactics specialists. This mixed-methods study seeks to address this epistemological gap by analyzing the linguistic examples in three textbooks used between 1952 and 1972 with children from various Amazonian communities in Peru. The analysis examines their grammatical and semantic features and evaluates their progression. The findings indicate that the statements provide a limited range of linguistic input, reinforce traditional gender roles within Indigenous communities, and display inconsistencies in the gradation of example complexity.