La relación pedagogía-colonialidad: No se nos ve donde nos encuentran, sino donde nos sentimos vivir
From a philosophical-educational perspective, this article addresses the pedagogy-coloniality relationship and its effects on the school. From the analysis of these elements, their coexistence and tension, a living pedagogy that enables the school to be inhabited from and for a practice that delegit...
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| Formato: | Online |
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Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
2023
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/6784 |
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Universidad Nacional de Cuyo |
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Revistas en línea |
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Revistas en línea |
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Saberes y prácticas. Revista de Filosofía y Educación |
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Saberes y prácticas. Revista de Filosofía y Educación |
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I-11 |
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R-110 |
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spa |
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Online |
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Quiroz, Milena |
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Quiroz, Milena La relación pedagogía-colonialidad: No se nos ve donde nos encuentran, sino donde nos sentimos vivir Pedagogía viva colonialidad escuela primaria Living pedagogy coloniality primary school |
| author_facet |
Quiroz, Milena |
| author_sort |
Quiroz, Milena |
| title |
La relación pedagogía-colonialidad: No se nos ve donde nos encuentran, sino donde nos sentimos vivir |
| title_short |
La relación pedagogía-colonialidad: No se nos ve donde nos encuentran, sino donde nos sentimos vivir |
| title_full |
La relación pedagogía-colonialidad: No se nos ve donde nos encuentran, sino donde nos sentimos vivir |
| title_fullStr |
La relación pedagogía-colonialidad: No se nos ve donde nos encuentran, sino donde nos sentimos vivir |
| title_full_unstemmed |
La relación pedagogía-colonialidad: No se nos ve donde nos encuentran, sino donde nos sentimos vivir |
| title_sort |
pedagogy-coloniality relationship: we are not visible where we can be found, but where we feel we live |
| description |
From a philosophical-educational perspective, this article addresses the pedagogy-coloniality relationship and its effects on the school. From the analysis of these elements, their coexistence and tension, a living pedagogy that enables the school to be inhabited from and for a practice that delegitimises colonial school forms is recognised. This paper is based on an investigation conducted in two public primary schools in southern Mendoza (2019-2022) using the methods of community of dialogue and community of enquiry. It sought to explore the link between the modern colonial-Eurocentric educational project and the ways of inhabiting the school, based on the assumption that such a relationship limited the construction of worldviews, life projects and contextualised social community ties,holding as valid reduced options for life and social survival. The link implied noticing the school elements present and absent involved, those present in a hegemonic way, imposed by the modern rationality, and those absent, made invisible or not evident from this logic. In the tensions between presence and absence made visible in the study, the pedagogy-coloniality relationship emerges. In order to approach it, it is first unfolded the construction of a theoretical framework that thinks about colonial marks through Aníbal Quijano, the possibility of a critical pedagogy through Paulo Freire and its contradictions in modernity. Secondly, this characterisation is expanded considering the idea of living pedagogy and what it calls for. Finally, it reflects on living pedagogy as a project that recovers social-community ties broken by the modern school project. |
| publisher |
Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE) |
| publishDate |
2023 |
| url |
https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/6784 |
| topic |
Pedagogía viva colonialidad escuela primaria Living pedagogy coloniality primary school |
| topic_facet |
Pedagogía viva colonialidad escuela primaria Living pedagogy coloniality primary school |
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1800221110905602048 |
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I11-R110article-67842024-05-07T17:20:25Z The pedagogy-coloniality relationship: We are not visible where we can be found, but where we feel we live La relación pedagogía-colonialidad: No se nos ve donde nos encuentran, sino donde nos sentimos vivir A relação pedagogia-colonialidade: Não somos vistos onde somos encontrados, mas onde sentimos que vivemos Quiroz, Milena Pedagogía viva colonialidad escuela primaria Living pedagogy coloniality primary school From a philosophical-educational perspective, this article addresses the pedagogy-coloniality relationship and its effects on the school. From the analysis of these elements, their coexistence and tension, a living pedagogy that enables the school to be inhabited from and for a practice that delegitimises colonial school forms is recognised. This paper is based on an investigation conducted in two public primary schools in southern Mendoza (2019-2022) using the methods of community of dialogue and community of enquiry. It sought to explore the link between the modern colonial-Eurocentric educational project and the ways of inhabiting the school, based on the assumption that such a relationship limited the construction of worldviews, life projects and contextualised social community ties,holding as valid reduced options for life and social survival. The link implied noticing the school elements present and absent involved, those present in a hegemonic way, imposed by the modern rationality, and those absent, made invisible or not evident from this logic. In the tensions between presence and absence made visible in the study, the pedagogy-coloniality relationship emerges. In order to approach it, it is first unfolded the construction of a theoretical framework that thinks about colonial marks through Aníbal Quijano, the possibility of a critical pedagogy through Paulo Freire and its contradictions in modernity. Secondly, this characterisation is expanded considering the idea of living pedagogy and what it calls for. Finally, it reflects on living pedagogy as a project that recovers social-community ties broken by the modern school project. Desde una perspectiva filosófico-educativa, este artículo aborda la relación pedagogía-colonialidad y sus efectos en la escuela. A partir del análisis de estos elementos, su convivencia y tensión se reconoce una pedagogía viva que habilita el habitar la escuela desde y para una práctica deslegitimadora de las formas escolares coloniales. El escrito se basa en una investigación realizada en dos escuelas primarias públicas del sur de Mendoza (2019-2022) a partir de los métodos de comunidad de diálogo y comunidad de indagación. Esta buscó explorar la coligación entre el proyecto educativo moderno colonial-eurocéntrico y las formas de habitar la escuela, a partir del supuesto de que tal relación cercó la construcción de cosmovisiones, proyectos de vida y lazos comunitarios sociales contextualizados, sosteniendo como válidas reducidas opciones de vida y sobrevivencia social. La coligación supuso advertir los elementos escolares presentes y ausentes envueltos, aquellos presentes de manera hegemónica, impuestos por la racionalidad moderna, y aquellos ausentes, invisibilizados o no evidentes desde esa lógica. En las tensiones entre presencia y ausencia visibilizadas en el estudio emerge la relación pedagogía-colonialidad. Para abordarla, primero se despliega la construcción de un marco teórico que piensa las marcas coloniales a través de Aníbal Quijano, la posibilidad de una pedagogía crítica a través de Paulo Freire y sus contradicciones en la modernidad. Segundo, se amplía esta caracterización a partir de la idea de pedagogía viva y lo que convoca. Finalmente se reflexiona sobre la pedagogía viva como proyecto que recupera lazos sociales-comunitarios rotos por el proyecto escolar moderno. Numa perspectiva filosófico-educacional, este artigo aborda a relação pedagogia-colonialidade e seus efeitos na escola. A partir da análise destes elementos, da sua coexistência e tensão, reconhece-se uma pedagogia viva que permite habitar a escola a partir de e para uma prática que deslegitima as formas escolares coloniais. A redação se baseia em pesquisas realizadas em duas escolas primárias públicas do sul de Mendoza (2019-2022) utilizando métodos de comunidade de diálogo e comunidade de investigação. Procurou-se explorar a ligação entre o projeto educativo colonial-eurocêntrico moderno e os modos de habitar a escola, partindo do pressuposto de que tal relação rodeava a construção de visões de mundo, de projetos de vida e de laços sociais comunitários contextualizados, tendo como válidas opções reduzidas de vida e sobrevivência social. Colligar significou perceber os elementos escolares presentes e ausentes envolvidos, os presentes de forma hegemônica, impostos pela racionalidade moderna, e os ausentes, invisíveis ou não evidentes dessa lógica. Nas tensões entre presença e ausência tornadas visíveis no estudo, emerge a relação pedagogia-colonialidade. Para abordá-lo, primeiramente se desdobra a construção de um referencial teórico que pense as marcas coloniais através de Aníbal Quijano, a possibilidade de uma pedagogia crítica através de Paulo Freire e suas contradições na modernidade. Em segundo lugar, essa caracterização é ampliada a partir da ideia de pedagogia viva e do que ela exige. Por fim, refletimos sobre a pedagogia viva como projeto que recupera vínculos sócio-comunitários rompidos pelo projeto escolar moderno. Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE) 2023-11-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf text/html https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/6784 10.48162/rev.36.112 Saberes y prácticas. Revista de Filosofía y Educación; Vol. 8 Núm. 2 (2023); 1-16 2525-2089 spa https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/6784/5970 https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/6784/5971 Derechos de autor 2023 Milena Quiroz https://creativecommons.org/licenses/by-nc-sa/2.5/ar/ |
