Estrategias Alternativas De Educación en Las Luchas De Los Pueblos Originarios en México

Baronnet, Bruno

doi:10.1590/es0101-73302017181166

Cited by 5 publications

(2 citation statements)

References 3 publications

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“…These initiatives have been developed outside the official educational system. Among them, we find the Cherán K'eri Educational Project (Baronnet, 2017;Morales and Lira, 2013), the Zapatista schools of the Zapatista Army of National Liberation (Baronnet, 2009(Baronnet, , 2015(Baronnet, , 2018Baronnet and Breña, 2008;Núñez Patiño, 2013), the University of the Earth (Beltrán Arruti, 2012;Esteva, 2014;Zaldívar, 2009) and the Peasant and Indigenous University Network (Hernández-Loeza, 2014;Tlacomulco Huerta, 2016) among others. These initiatives have had little or no government support.…”

Section: Discussionmentioning

confidence: 99%

A socio-historic overview of social pedagogy and social work in Mexico

Palma

Ríos

Morales

2022

International Journal of Social Pedagogy

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In this article, we offer a socio-historic overview of the development of social work and social pedagogy in Mexico. First, we examine the rise of the welfare state in Mexico in the immediate post-revolution period and the way the new secular government assumed control of social intervention. We describe the inception of the School of Social Assistance and the emergence of social work in the country, as well as exploring the role and influence of Cultural Missions and the training of social workers. We discuss the role of Fundamental Education, rural schools and their resemblance to the ideals of social pedagogy. Finally, we describe the founding of the Degree in Educational Intervention, which we consider sows the seeds of socio-pedagogical thought and practice in Mexico. We conclude that, despite the many periods of reorganisation of social intervention by successive governments, different initiatives use education to promote individual and collective development. Though social pedagogy does not exist as a profession in Mexico and social work is an imprecisely defined profession, education has a socialising potential that underpins pedagogical work of an extensive network of areas and agents animated by social ideals and goals.

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Section: Discussionmentioning

confidence: 99%

A socio-historic overview of social pedagogy and social work in Mexico

Palma

Ríos

Morales

2022

International Journal of Social Pedagogy

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“…Algunos efectos de la formación política son la concreción de escuelas, e incluso sistemas educativos alternativos, en el diseño y aplicación de currículos fundamentados en los saberes y valores propios, en la experiencia de luchas por la democracia comunal y la creación de alianzas entre organizaciones sociales por la defensa de los recursos naturales a partir de estrategias en las que se combinan conocimientos catalogados como científicos y otros reconocidos como comunitarios y ancestrales (Baronnet, 2017).…”

Section: Metodologíaunclassified

Apropiación territorial y construcción de identidad colectiva frente al despojo de recursos. el caso del geoparque mundial mixteca alta, Oaxaca, México

López¹

2020

EMP

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Una discusión reciente en México es la posesión territorial. Este artículo comprende cuatro apartados que discuten tal fenómeno. El primero refiere al despojo como proceso histórico que se da por la disputa de recursos naturales, se ejemplifican dos casos de México y se plantean a los geoparques mundiales como alternativas de apropiación territorial de comunidades originarias. El segundo analiza fundamentos de los geoparques, y su situación en Latinoamérica, especificando al Geoparque Mundial Mixteca Alta (GMA). El tercero aborda la Educación Popular como paradigma de análisis, enfatizando al taller como herramienta de reflexión y acción en temas como la defensa del territorio. finalmente se da cuenta de dos talleres realizados a guías del GMA y los resultados referentes a la apropiación territorial. An actual discussion in Mexico has been the possession of land by the indigenous communities. The article is organized into four sections. The first refers to territorial evictions as a relevant historical process in Latin America due to the dispute over natural resources. In this same section the attention is focused in two cases of the activities developed in two mexican indigenous lands and the importance of the existence of geoparks as an alternative to land possession. The second section analyzes the characteristics of geoparks, their situation in Latin America, particularly in the case of the Mixtec World Geopark (GMA) in Mexico. The third part refers to methodologies that are based on Popular Education. It emphasizes the implementation of workshops as a tool that intends to generate reflection and action on issues such as the defense of the communal land. The final section represents the testimonies of two workshops conducted with GMA guides and their results regarding territorial management and property.

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Local and scientific knowledge in the school context: characterization and content of published works

Sotero

Alves

Arandas

et al. 2020

J Ethnobiology Ethnomedicine

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Background: Bridging the gap between local and scientific knowledge can have useful implications in the teaching-learning process because it can create environments conducive to the valorization of sociocultural diversity in schools. The present review aims to analyze the profile and contributions of scientific publications dealing with articulations between local and scientific knowledge in basic formal education. Method: Combined searches of 14 terms related to ethnoscience and 20 terms of education were conducted in English, Portuguese, and Spanish using the databases of Web of Science, Scopus, Science Direct, and Scielo. The recovered works were filtered, organized in a spreadsheet, and analyzed for publication characteristics (year, author, periodicals, countries of origin of the authors, and countries surveyed) and contents of the studies (epistemological bases, techniques of application, and record of the articulation of local and scientific knowledge). Results: The research field that establishes these articulations is growing, with 81% of the works being written in the English language. A total of 494 researchers were recorded. The USA, South Africa, Brazil, Canada, and Australia were the countries of origin of the first author for the majority (64%) of the works considered. Multiculturalism, Vygotskian theory of learning, postcolonial theory, constructivism, critical pedagogy, and the argumentation theory were the main theoretical bases of half of the recovered works in which some explicit theoretical orientation could be found. Teacher training and interviews stood out as important tools in the application and record of links between local and scientific knowledge, respectively. Conclusions: Interdisciplinary approaches were common in the conception and application of pedagogical activities reported in the recovered works. Articulations between local and scientific knowledge are effective for culturally-sensitive scientific education, especially (but not exclusively) in schools directly related to traditional communities. There was a tendency to emphasize the teacher as a fundamental agent in the search for education that establishes these articulations. The authors of the analyzed works frequently indicated a need for greater proximity of the community to school spaces.

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Estrategias Alternativas De Educación en Las Luchas De Los Pueblos Originarios en México

Cited by 5 publications

References 3 publications

A socio-historic overview of social pedagogy and social work in Mexico

A socio-historic overview of social pedagogy and social work in Mexico

Apropiación territorial y construcción de identidad colectiva frente al despojo de recursos. el caso del geoparque mundial mixteca alta, Oaxaca, México

Local and scientific knowledge in the school context: characterization and content of published works

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