Infancias y juventudes que luchan recordando. : Postales sonoras del suroeste latinoamericano

This paper portrays children and youth in a leading role, fighting by remembering -it is remembrance that makes them fight. These processes are conceived as educational in a broad sense, since they produce knowledges and learning based on a praxis that pulls over and overflows the education system....

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Bibliographic Details
Main Author: Baraldo, Natalia
Format: Online
Language:spa
Published: Maestría en Estudios Latinoamericanos, Facultad de Ciencias Políticas y Sociales, Universidad Nacional de Cuyo 2021
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Online Access:https://revistas.uncu.edu.ar/ojs3/index.php/mel/article/view/4335
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Summary:This paper portrays children and youth in a leading role, fighting by remembering -it is remembrance that makes them fight. These processes are conceived as educational in a broad sense, since they produce knowledges and learning based on a praxis that pulls over and overflows the education system. Reinvented collective memories intervene in these processes, whether previously created or emerging from the actual historical development of the popular movement. The first postcard is rooted in Mendoza, Argentina, and deals with a series of murals painted in 2007 against juvenicidio (youth killing), addressing its meanings and its continuity as a “memory site”. The second postcard displays the Chilean protests that (re)started in October 2019, inquiring into some of the “memory traces” outlined in children’s voices and through singing. Methodologically, we embrace the qualitative tradition, incorporating some of the cautions proposed by the Birmingham School. Using the metaphor of the postcard allows for the mixture of images and brief texts, along with the musical poetry that runs through the mentioned praxis, which leads us to engage with the bodily and affective dimensions that come into play. The article concludes with a methodological reflection on the ties among history, memories, sources, bodies, and affections, aimed at questioning praxis and its processes of knowledge construction.