Pedagogía comunitaria y maestros comunitarios indígenas Un capítulo por incluir en la historia de la formación docente en Colombia
Date
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Rev. de Inv. Educ.
Abstract
Después de veinte años de promulgación de la ley general de educación en Colombia, reconocemos el declive de muchos de los principios y aspiraciones políticas y pedagógicas contenidas en su marco normativo. Abel Rodríguez ha denominado a este proceso la "contrareforma" para explicar la manera como sistemáticamente fue saboteada la educación como derecho para localizarla en el terreno de la economía de mercado. En este contexto de tensiones y luchas por la educación hemos asistido al debilitamiento de la formación docente y la enajenación de la condición intelectual del maestro y la maestra colombian@s. Este artículo plantea una reflexión en torno a los procesos pedagógicos, intelectuales y políticos de maestros y maestras de las Otras educaciones, que acontecen en el marco de las luchas del movimiento indígena por la autonomía de la educación que tiene lugar en sus comunidades y territorios, y en el caso de las acciones afrodescendientes para obtener el reconocimiento positivo de sus culturas en la enseñanza de la historia escolar y contrarrestar el fenómeno del racismo. En ambos casos, se trata de un movimiento que a lo largo de cuatro décadas de experiencias educadoras comunitarias y propuestas de reforma curricular, ha creado alternativas a la escolarización oficial
After twenty years of enactment of the General Law of Education in Colombia, we recognize the decline of many of the principles and policies and educational aspirations contained in its regulatory framework. Abel Rodriguez has called this process the "Counter-Reformation" to explain how it was systematically sabotaged education as a right to locate in the field of market economy. In this context of tensions and struggles for education we have witnessed the weakening of teacher education and the alienation of the intellectual condition of the teacher and teachers Colombians. This article is a reflection on pedagogical processes, intellectual and political resistance from teachers of other educations that occur in the context of the struggles of indigenous to achieve autonomy in directing the education that takes place in their communities and territories. It is a movement that over four decades of experience and ethnic community educators, has created alternatives to formal schooling.
After twenty years of enactment of the General Law of Education in Colombia, we recognize the decline of many of the principles and policies and educational aspirations contained in its regulatory framework. Abel Rodriguez has called this process the "Counter-Reformation" to explain how it was systematically sabotaged education as a right to locate in the field of market economy. In this context of tensions and struggles for education we have witnessed the weakening of teacher education and the alienation of the intellectual condition of the teacher and teachers Colombians. This article is a reflection on pedagogical processes, intellectual and political resistance from teachers of other educations that occur in the context of the struggles of indigenous to achieve autonomy in directing the education that takes place in their communities and territories. It is a movement that over four decades of experience and ethnic community educators, has created alternatives to formal schooling.
Description
Vol. 7, No. 1