<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2079-312X</journal-id>
<journal-title><![CDATA[Lingüística]]></journal-title>
<abbrev-journal-title><![CDATA[Lingüística]]></abbrev-journal-title>
<issn>2079-312X</issn>
<publisher>
<publisher-name><![CDATA[Asociación de Lingüística y Filología de América Latina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2079-312X2025000101204</article-id>
<article-id pub-id-type="doi">10.5935/2079-312x.20250007</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[CONSTRUCCIÓN DE LA IDENTIDAD LINGÜÍSTICA EN LA PRIMERA INFANCIA: UN ESTUDIO ETNOGRÁFICO EDUCATIVO EN EL ÁMBITO RURAL]]></article-title>
<article-title xml:lang="pt"><![CDATA[CONSTRUÇÃO DA IDENTIDADE LINGUÍSTICA NA PRIMEIRA INFÂNCIA: UM ESTUDO ETNOGRÁFICO EDUCACIONAL EM AMBIENTE RURAL]]></article-title>
<article-title xml:lang="en"><![CDATA[CONSTRUCTION OF LINGUISTIC IDENTITY IN EARLY CHILDHOOD: AN EDUCATIONAL ETHNOGRAPHIC STUDY IN A RURAL SETTING]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tello]]></surname>
<given-names><![CDATA[Luis Lucio Rojas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fuentes]]></surname>
<given-names><![CDATA[Wilmer Rivera]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solier]]></surname>
<given-names><![CDATA[Teodosio Poma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbarán]]></surname>
<given-names><![CDATA[Anatolio Huarcaya]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Poma]]></surname>
<given-names><![CDATA[Heber Yacca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chavez]]></surname>
<given-names><![CDATA[Lidia Arango]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional San Cristóbal de Huamanga  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de San Cristóbal de Huamanga  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de San Cristóbal de Huamanga  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional de San Cristóbal de Huamanga  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Nacional de San Cristóbal de Huamanga  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidad Nacional de San Cristóbal de Huamanga  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S2079-312X2025000101204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S2079-312X2025000101204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S2079-312X2025000101204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tuvo como objetivo analizar la construcción de la identidad lingüística en la primera infancia en un contexto rural, con especial énfasis en el uso del quechua como lengua materna. Se empleó un enfoque etnográfico educativo y se trabajó con 12 estudiantes de 5 años en Pinao (Ayacucho-Perú). Para la recolección de datos, se realizaron entrevistas a profundidad con las madres y padres, grupos focales con la comunidad y observación participante en el aula, registrando 2 sesiones para evaluar la relación de los estudiantes con el quechua en distintos contextos. Los resultados evidenciaron que la mayoría de los estudiantes se identifican con su lengua materna, usándola para expresar emociones, comunicarse y participar en actividades cotidianas, aunque algunos experimentan vergüenza al hablarla. Se observó que la música y la interacción en quechua fortalecen la identidad lingüística. Se concluye que la educación y el entorno comunitario son claves para la preservación del quechua, por lo que se recomienda implementar estrategias pedagógicas que refuercen su valoración desde la primera infancia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo teve como objetivo analisar a construção da identidade linguística na primeira infância em contexto rural, com ênfase especial no uso do quíchua como língua materna. Foi utilizada uma abordagem etnográfica educacional e foi realizado um trabalho com 12 estudantes de 5 anos de idade em Pinao (Ayacucho-Peru). Para coletar dados, foram realizadas entrevistas em profundidade com os pais, grupos focais com a comunidade e observação participante em sala de aula, registrando duas sessões para avaliar a relação dos alunos com o quéchua em diferentes contextos. Os resultados mostraram que a maioria dos alunos se identifica com sua língua nativa, usando-a para expressar emoções, se comunicar e participar de atividades cotidianas, embora alguns sintam vergonha ao falá-la. Observou-se que a música e a interação em quíchua fortalecem a identidade linguística. Conclui-se que a educação e o ambiente comunitário são fundamentais para a preservação do quéchua, por isso recomenda-se implementar estratégias pedagógicas que reforcem sua valorização desde a primeira infância.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed to analyze the construction of linguistic identity in early childhood in a rural context, with special emphasis on the use of Quechua as a mother tongue. An educational ethnographic approach was used, working with 12 5-year-old students in Pinao (Ayacucho, Peru). Data collection involved in-depth interviews with parents, focus groups with the community, and classroom participant observation. Two sessions were recorded to assess the students' relationship with Quechua in different contexts. The results showed that most students identify with their mother tongue, using it to express emotions, communicate, and participate in everyday activities, although some experience embarrassment when speaking it. Music and interaction in Quechua were observed to strengthen linguistic identity. It is concluded that education and the community environment are key to the preservation of Quechua, and it is therefore recommended to implement pedagogical strategies that reinforce its appreciation from early childhood.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Identidad lingüística]]></kwd>
<kwd lng="es"><![CDATA[quechua]]></kwd>
<kwd lng="es"><![CDATA[primera infancia]]></kwd>
<kwd lng="es"><![CDATA[educación rural]]></kwd>
<kwd lng="pt"><![CDATA[Identidade linguística]]></kwd>
<kwd lng="pt"><![CDATA[quéchua]]></kwd>
<kwd lng="pt"><![CDATA[primeira infância]]></kwd>
<kwd lng="pt"><![CDATA[educação rural]]></kwd>
<kwd lng="en"><![CDATA[Linguistic identity]]></kwd>
<kwd lng="en"><![CDATA[Quechua]]></kwd>
<kwd lng="en"><![CDATA[early childhood]]></kwd>
<kwd lng="en"><![CDATA[rural education]]></kwd>
</kwd-group>
</article-meta>
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