Educational-political praxis of Latin American peasant and indigenous movements and culture organization
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2022 |
| Tipo de documento: | Artigo |
| Idioma: | por |
| Título da fonte: | Conhecer (Fortaleza) |
| Texto Completo: | https://revistas.uece.br/index.php/revistaconhecer/article/view/7833 |
Resumo: | This article analyzes the culture organization process and the hegemony dispute within the educational-political praxis of indigenous and peasant movements in Latin America. Therefore, it addresses the concept of hegemony linked to the peripheral nature of our countries, in which the historical development project is permeated by neocolonialism, as well as dependent and subordinate capitalist integration. Furthermore, it is argued that the education process of an organic intellectual is not restricted to a task done solely by a revolutionary and popular party. Latin American political history is the scene of many struggles and rebellions organized by various organizations and popular movements of an urban and rural nature. In the case of educational-political projects interconnected by indigenous and peasant movements, four premises are identified: a) the building of an educational process that allows a critical interpretation of the historical process of sociocultural and political development in Latin America and promotes a break with the colonial, patriarchal, racist, and classist dialectics of oppression historically experienced in the region; b) the education of an organic intellectual inherent to its own organizational processes; c) the link with an onto-epistemic critique of imposing the modern western capitalist, Eurocentric paradigm as alma mater and interpretive canon of the world and the sociocultural, production, and political relations; and d) the constitution of a hegemony dispute as a social and historical force, in which the educational-pedagogical praxis is regarded as a hegemony project, and this requires the genesis of a new political culture that responds to challenges of the civilizational crisis |
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Educational-political praxis of Latin American peasant and indigenous movements and culture organizationPraxis político-educativa de los movimientos campesinos e indígenas latinoamericanos y la organización de la culturaPraxis éducative-pédagogique des mouvements paysans et indigènes latino-américains et l’organisation de la cultureA práxis educativo-política dos movimentos camponeses e indígenas latino-americanos e a organização da culturaculturahegemoniamovimentos camponeses e indígenaseducaçãoAmérica Latinaculturehegemonypeasant and indigenous movementseducationLatin Americaculturahegemoníamovimientos campesinos e indígenaseducaciónAmérica Latinaculturehégémoniemouvements paysans et indigèneséducationAmérique LatineThis article analyzes the culture organization process and the hegemony dispute within the educational-political praxis of indigenous and peasant movements in Latin America. Therefore, it addresses the concept of hegemony linked to the peripheral nature of our countries, in which the historical development project is permeated by neocolonialism, as well as dependent and subordinate capitalist integration. Furthermore, it is argued that the education process of an organic intellectual is not restricted to a task done solely by a revolutionary and popular party. Latin American political history is the scene of many struggles and rebellions organized by various organizations and popular movements of an urban and rural nature. In the case of educational-political projects interconnected by indigenous and peasant movements, four premises are identified: a) the building of an educational process that allows a critical interpretation of the historical process of sociocultural and political development in Latin America and promotes a break with the colonial, patriarchal, racist, and classist dialectics of oppression historically experienced in the region; b) the education of an organic intellectual inherent to its own organizational processes; c) the link with an onto-epistemic critique of imposing the modern western capitalist, Eurocentric paradigm as alma mater and interpretive canon of the world and the sociocultural, production, and political relations; and d) the constitution of a hegemony dispute as a social and historical force, in which the educational-pedagogical praxis is regarded as a hegemony project, and this requires the genesis of a new political culture that responds to challenges of the civilizational crisisEste artículo analiza el proceso de organización de la cultura y la disputa hegemónica dentro de la praxis educativo-política de los movimientos indígenas y campesinos en América Latina. Para esto, se aborda el concepto de hegemonía ligado al carácter periférico de nuestros países, donde el proyecto histórico de desarrollo está permeado por un neocolonialismo, así como por una integración capitalista dependiente y subordinada. Además, se argumenta que el proceso de formación de un intelectual orgánico no se restringe a una tarea realizada únicamente por un partido revolucionario y popular. La historia política latinoamericana es escenario de múltiples luchas y rebeliones organizadas por diversas organizaciones y movimientos populares de carácter urbano y rural. En el caso de los proyectos educativo-políticos interconectados por los movimientos indígenas y campesinos, se identifican cuatro premisas: a) la construcción de un proceso educativo que permita una interpretación crítica del proceso histórico de desarrollo sociocultural y político en América Latina y que promueva una ruptura con la dialéctica colonial, patriarcal, racista y clasista de la opresión vivida históricamente en la región; b) la formación de un intelectual orgánico inherente a sus propios procesos organizacionales; c) el vínculo con una crítica onto-epistémica a la imposición del paradigma moderno capitalista occidental, eurocéntrico, como alma mater y canon interpretativo del mundo y de las relaciones socioculturales, productivas y políticas; y d) la constitución de una disputa hegemónica como fuerza social e histórica, en la que la praxis educativo-pedagógica es considerada como un proyecto de hegemonía, lo que exige la génesis de una nueva cultura política que responda a los desafíos de la crisis civilizatoria.Cet article analyse le processus d’organisation culturelle et la dispute hégémonique au sein de la praxis éducative-pédagogique des mouvements indigènes et paysans en Amérique Latine. Pour cela, le concept d’hégémonie lié à la nature périphérique de nos pays est abordé, dans lequel le projet historique de développement est traversé par un néocolonialisme et une intégration capitaliste dépendante et subordonnée. Autrement, il est soutenu que le processus d'éducation de l’intellectuel organique ne se limite pas à une tâche accomplie uniquement par un parti révolutionnaire et populaire. L’histoire politique latino-américaine est le théâtre de nombreuses luttes et rébellions organisées par différentes organisations et mouvements populaires à caractère urbain et rural. Dans le cas des projets éducatifs et politiques articulés par des mouvements indigènes et paysans, quatre prémisses sont identifiées: a) la construction d’un processus éducatif qui permet une interprétation critique du processus historique de formation socioculturelle et politique en Amérique Latine et qui promeut une rupture avec la dialectique d’oppression coloniale, patriarcale, raciste et de classe historiquement construite dans la région; b) la formation de l’intellectuel organique intrinsèque à ses propres processus organisationnels; c) le lien avec une critique onto-épistémique de l’imposition du paradigme capitaliste occidental moderne, eurocentrique, comme alma mater et canon interprétatif du monde et des relations socioculturelles, de production et de politiques; et d) la constitution d’une dispute hégémonique en tant que force sociale et historique, dans laquelle la praxis éducative-pédagogique est conçue comme un projet d’hégémonie, ce qui nécessite la genèse d’une nouvelle culture politique qui réponde aux défis de la crise civilisationnelle.O artigo analisa o processo de organização da cultura e da disputa hegemônica no âmbito da práxis educativo-política dos movimentos indígenas e camponeses na América Latina. Para tanto, aborda-se o conceito de hegemonia atrelado ao caráter periférico dos nossos países, em que o projeto histórico de desenvolvimento é atravessado por um neocolonialismo e uma integração capitalista dependente e subordinada. Outrossim, argumenta-se que o processo de formação do intelectual orgânico não se restringe a uma tarefa exercida unicamente por um partido revolucionário e popular. A história política latino-americana é cenário de muitas lutas e rebeliões articuladas por diferentes organizações e movimentos populares de caráter urbano e rural. Para o caso dos projetos educativo-políticos articulados pelos movimentos indígenas e camponeses, identificam-se quatro premissas: (1) A construção de um processo educativo que permita a interpretação crítica do processo histórico de formação sociocultural e política da América Latina e que promova uma ruptura com a dialética colonial, patriarcal, racista e classista da opressão historicamente erigida na região; (2) A formação do intelectual orgânico intrínseco aos seus próprios processos organizativos; (3) O vínculo com uma crítica onto-epistêmica da imposição do paradigma moderno ocidental capitalista eurocentrado como alma mater e cânone interpretativo do mundo e das relações socioculturais, de produção e política; e (4) Constitutiva de uma disputa hegemônica como força social e histórica, na qual a práxis educativo-pedagógica é concebida como um projeto de hegemonia, o que exige a gênese de uma nova cultura política que responda aos desafios da crise civilizatória.EdUECE2022-01-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/revistaconhecer/article/view/783310.32335/2238-0426.2022.12.28.7833Conhecer: debate entre o público e o privado; v. 12 n. 28 (2022); 11-302238-0426reponame:Conhecer (Fortaleza)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/revistaconhecer/article/view/7833/6650Copyright (c) 2022 Conhecer: debate entre o público e o privadoinfo:eu-repo/semantics/openAccessBarbosa, Lia Pinheiro 2022-02-14T16:10:44Zoai:ojs.revistas.uece.br:article/7833Revistahttps://revistas.uece.br/index.php/revistaconhecer/indexPUBhttps://revistas.uece.br/index.php/revistaconhecer/oaifhsfgm@gmail.com||revistaconhecer@uece.br2238-04262238-0426opendoar:2022-02-14T16:10:44Conhecer (Fortaleza) - Universidade Estadual do Ceará (UECE)false |
| dc.title.none.fl_str_mv |
Educational-political praxis of Latin American peasant and indigenous movements and culture organization Praxis político-educativa de los movimientos campesinos e indígenas latinoamericanos y la organización de la cultura Praxis éducative-pédagogique des mouvements paysans et indigènes latino-américains et l’organisation de la culture A práxis educativo-política dos movimentos camponeses e indígenas latino-americanos e a organização da cultura |
| title |
Educational-political praxis of Latin American peasant and indigenous movements and culture organization |
| spellingShingle |
Educational-political praxis of Latin American peasant and indigenous movements and culture organization Barbosa, Lia Pinheiro cultura hegemonia movimentos camponeses e indígenas educação América Latina culture hegemony peasant and indigenous movements education Latin America cultura hegemonía movimientos campesinos e indígenas educación América Latina culture hégémonie mouvements paysans et indigènes éducation Amérique Latine |
| title_short |
Educational-political praxis of Latin American peasant and indigenous movements and culture organization |
| title_full |
Educational-political praxis of Latin American peasant and indigenous movements and culture organization |
| title_fullStr |
Educational-political praxis of Latin American peasant and indigenous movements and culture organization |
| title_full_unstemmed |
Educational-political praxis of Latin American peasant and indigenous movements and culture organization |
| title_sort |
Educational-political praxis of Latin American peasant and indigenous movements and culture organization |
| author |
Barbosa, Lia Pinheiro |
| author_facet |
Barbosa, Lia Pinheiro |
| author_role |
author |
| dc.contributor.author.fl_str_mv |
Barbosa, Lia Pinheiro |
| dc.subject.por.fl_str_mv |
cultura hegemonia movimentos camponeses e indígenas educação América Latina culture hegemony peasant and indigenous movements education Latin America cultura hegemonía movimientos campesinos e indígenas educación América Latina culture hégémonie mouvements paysans et indigènes éducation Amérique Latine |
| topic |
cultura hegemonia movimentos camponeses e indígenas educação América Latina culture hegemony peasant and indigenous movements education Latin America cultura hegemonía movimientos campesinos e indígenas educación América Latina culture hégémonie mouvements paysans et indigènes éducation Amérique Latine |
| description |
This article analyzes the culture organization process and the hegemony dispute within the educational-political praxis of indigenous and peasant movements in Latin America. Therefore, it addresses the concept of hegemony linked to the peripheral nature of our countries, in which the historical development project is permeated by neocolonialism, as well as dependent and subordinate capitalist integration. Furthermore, it is argued that the education process of an organic intellectual is not restricted to a task done solely by a revolutionary and popular party. Latin American political history is the scene of many struggles and rebellions organized by various organizations and popular movements of an urban and rural nature. In the case of educational-political projects interconnected by indigenous and peasant movements, four premises are identified: a) the building of an educational process that allows a critical interpretation of the historical process of sociocultural and political development in Latin America and promotes a break with the colonial, patriarchal, racist, and classist dialectics of oppression historically experienced in the region; b) the education of an organic intellectual inherent to its own organizational processes; c) the link with an onto-epistemic critique of imposing the modern western capitalist, Eurocentric paradigm as alma mater and interpretive canon of the world and the sociocultural, production, and political relations; and d) the constitution of a hegemony dispute as a social and historical force, in which the educational-pedagogical praxis is regarded as a hegemony project, and this requires the genesis of a new political culture that responds to challenges of the civilizational crisis |
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2022 |
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2022-01-10 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://revistas.uece.br/index.php/revistaconhecer/article/view/7833 10.32335/2238-0426.2022.12.28.7833 |
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https://revistas.uece.br/index.php/revistaconhecer/article/view/7833 |
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10.32335/2238-0426.2022.12.28.7833 |
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por |
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por |
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https://revistas.uece.br/index.php/revistaconhecer/article/view/7833/6650 |
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Copyright (c) 2022 Conhecer: debate entre o público e o privado info:eu-repo/semantics/openAccess |
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Copyright (c) 2022 Conhecer: debate entre o público e o privado |
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openAccess |
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application/pdf |
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EdUECE |
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EdUECE |
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Conhecer: debate entre o público e o privado; v. 12 n. 28 (2022); 11-30 2238-0426 reponame:Conhecer (Fortaleza) instname:Universidade Estadual do Ceará (UECE) instacron:UECE |
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Universidade Estadual do Ceará (UECE) |
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UECE |
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UECE |
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Conhecer (Fortaleza) |
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Conhecer (Fortaleza) - Universidade Estadual do Ceará (UECE) |
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fhsfgm@gmail.com||revistaconhecer@uece.br |
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