Lengua maya y territorio: etnografía con niños y niñas de tercero de primaria

This article reflects my ethnographic experience with a third-grade group of primary school students from an indigenous public school in the Mexican state of Yucatán. The evidence of the use of the Mayan language by the participating children is discussed in dialogue with the most recent Latin American research on indigenous languages ​​and their relationships with the territory. The evidence shows a great distance between the de jure and de facto reality regarding the capacities of Mexican public schools to contribute to the preservation and development of the Mayan language. It is stated that if radical changes are not made within the school, it will continue to contribute to the loss of relevance of Mayan as the language used by the Yucatecan Mayans to give meaning to their territory.