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Using a reflective exercise designed for this study, Guatemalan educators explored their students’ and their own cultural capital. The cultural capsule exercise served as a vehicle to bring delicate issues that are difficult to discuss, but that are essential to effective schooling, to reflective conversations. A total of 108 teachers went beyond identifying problems and detailing frustrations, to exploring possibilities for action. Participants converged in sharing perspectives that Guatemala is a culture of silence, and used examples to illustrate how this perpetuates the limitations of the country’s schoolhouse. Findings reveal the teachers were challenged to focus on what can be accomplished. Qualitative data analyzes, conducted using symbolic convergence theory to establish recurrent and idea generation, suggest a need for further examination of how the sociocultural educational mandates delimit teachers’ ability to adjust the curriculum in consideration of learners’ funds of knowledge. Keywords: teachers’ voices, cultural capital, funds of knowledge, reflective educators, diverse indigenous cultures of Guatemala Resumen Docentes de una comunidad de Guatemala examinaron el capital cultural de sus estudiantes y de si mismos, usando un ejercicio desarrollado para este estudio. El ejercicio de la capsula cultural sirvio de vehiculo para aportar a la conversacion temas que, aunque delicados y dificiles de aproximar, son esenciales para establecer sistemas escolares efectivos. Un total de 108 maestros compartieron y detallaron sus frustraciones, y comenzaron a explorar cambios que ellos mismos podrian llevar a cabo. Los participantes convergieron en sus ideas para verificar sus puntos de vista que Guatemala es una cultura de silencio. Ellos ofrecieron ejemplos que detallaron el por que, este silencio perpetua y limita la escolarizacion. Datos cualitativos, documentados usando la teoria de la convergencia simbolica, se usaron para establecer temas que se repitieron y generaron ideas. Investigaciones futuras han de examinar el contexto educacional y sociocultural que evidentemente delimita como en Guatemala los maestros y sus estudiantes se desenvuelven en las escuelas, y consideran sus fondos de conocimientos. Palabras Claves: voces de los maestros, el capital cultural, educacion liberatoria, culturas indigenas de Guatemala

Exploring the Funds of Knowledge with 108 Guatemalan Teachers