En este trabajo discuto la compleja situación a la que se enfrentaron los grupos lingüísticos minoritarios, en particular los sordos usuarios de la Lengua de señas mexicana (LSM), cuya enseñanza bilingüe se vio amenazada ante la crisis educativa ocasionada por la pandemia causada por el nuevo coronavirus. La respuesta del estado mexicano para no interrumpir la educación de los niños y jóvenes hizo patente la discriminación hacia los usuarios de lenguas diferentes al español, al ser ésta la lengua vehicular para la programación de Aprende en casa, y no considerar el contexto y los idiomas de las comunidades indígenas y sordas, para su enseñanza-aprendizaje.

In this paper I discuss the complex situation faced by minority linguistic groups, in particular deaf users of the Mexican Sign Language (LSM), whose bilingual education was threatened by the educational crisis caused by the pandemic. The response of the Mexican state not to interrupt the education of children and young people in this country, made clear the discrimination against users of languages distinct of Spanish, as this is the vehicular language for the programming “Aprende en casa”, and doesn’t considerer the context and languages if the indigenous and deaf communities for their teaching.

In this paper I discuss the complex situation faced by minority linguistic groups, in particular deaf users of the Mexican Sign Language (LSM), whose bilingual education was threatened by the educational crisis caused by the pandemic. The response of the Mexican state not to interrupt the education of children and young people in this country, made clear the discrimination against users of languages distinct of Spanish, as this is the vehicular language for the programming “Aprende en casa”, and doesn’t considerer the context and languages if the indigenous and deaf communities for their teaching.