Professional practice and collective action in the Altas Montañas region of Mexico: the case of Nahua alumni of the Universidad Pedagógica Nacional, Unit 304

Abstract

We present reflections on the training received by preschool and primary education teachers for the indigenous environment at the National Pedagogical University, Unit 304 in Orizaba, Veracruz, and on the impact of this process on the political and sociocultural fields in the Altas Montañas region. We propose as articulating axes the professional trajectory of graduates of this institution and the collective actions that give them an identity as Nahua indigenous people in this region of the state of Veracruz. We view these teachers as social actors whose manifestations transcend the field of teaching.