Alternativas a la escuela : notas para una conversación descolonial
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Escuela de Trabajo Social. Facultad de Ciencia Política y Relaciones Internacionales. Universidad Nacional de Rosario
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La escuela como dispositivo
pedagógico de la educación nació
en la modernidad eurocentrada,
una experiencia compartida que
habitamos aún hoy con nuestras
mentes y cuerpos. En este artículo
incitamos a componer prácticas
discursivas del nombrar que
animan a reconocer modos (otros)
de representar el vivir, sentir y
hacer de la educación. De este
modo profundizamos una de las
líneas del proyecto de investigación
“Formas de Educación Alternativas
en el siglo XXI”, desarrollado
en el marco del “Grupo de
Investigadores en Educación y
Estudios Culturales” (GIEEC) de
la Facultad de Humanidades de
la Universidad Nacional de Mar
del Plata. Vinculándonos a las
discusiones que los pensamientos
descoloniales atraviesan en el
debate educativo latinoamericano,
específicamente este análisis se
centra en la (des)colonización del
ser en las experiencias de educación
alternativa que vistamos, desde
aquí será el objetivo demostrar
puntos de encuentro entre diversas
experiencias educativas que apuestan
a un formato más allá del escolar y
la emergente conversación regional
que en América Latina invita a
construir una educación descolonial.
The school as a pedagogical device of education was born in eurocentral modernity, a shared experience that we still inhabit today with our minds and bodies In this article we seek to compose discursive practices that encourage the recognition of (other) ways of representing the living, feeling and doing of education.. In this way, we deepen one of the lines of the research project called “Alternative Education Forms in the 21st Century”, which was developed within the framework of the “Group of Researchers in Education and Cultural Studies” (GIEEC) of the Faculty of Humanities of the National University of Mar del Plata. Such line discusses the decolonial views and its influence in the Latin American educational debates. We specifically focus on the (de)colonization of the being stemming from the dialogue and reflection upon some alternative school experiences hereby analyzed. We aim at portraying the convergence of diverse educational experiences that struggle for new formats beyond the scholar one as well as the emergent regional conversation that Latin America is proposing for an decolonial education which departs from us.
The school as a pedagogical device of education was born in eurocentral modernity, a shared experience that we still inhabit today with our minds and bodies In this article we seek to compose discursive practices that encourage the recognition of (other) ways of representing the living, feeling and doing of education.. In this way, we deepen one of the lines of the research project called “Alternative Education Forms in the 21st Century”, which was developed within the framework of the “Group of Researchers in Education and Cultural Studies” (GIEEC) of the Faculty of Humanities of the National University of Mar del Plata. Such line discusses the decolonial views and its influence in the Latin American educational debates. We specifically focus on the (de)colonization of the being stemming from the dialogue and reflection upon some alternative school experiences hereby analyzed. We aim at portraying the convergence of diverse educational experiences that struggle for new formats beyond the scholar one as well as the emergent regional conversation that Latin America is proposing for an decolonial education which departs from us.
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