Emancipatory educational processes, deepening the unavoidable dialog with counter-hegemonic movements

Detalhes bibliográficos
Autor(a) principal: Fernandes, María Lidia Bueno
Data de Publicação: 2024
Outros Autores: Núñez Patiño, Kathia, Plascencia González, Martín
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/23083
Resumo: This article embrace counter-hegemonic educational perspectives in their daily practice, addresses the theoretical perspective of intercultural education and presents educational experiences that seek to escape the process of standardization and homogenization in which traditional formal education is often involved. Thus, anchored in dialogues with the Popular Projects, it presents experiences that, with social movements, articulate responses to the contemporary social and educational crisis. In theoretical terms, it discusses the perspective of the school in context, i.e. the school contextualized territorially and culturally. The research is qualitative and is based on methodologies that have dialogism as a principle. Finally, we conclude that the practices of political organization generated by social movements are torches for the construction of counter-hegemonic educational projects and practices. Keywords: Counter-hegemony. Emancipation. Social movements. Right to education.
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spelling Emancipatory educational processes, deepening the unavoidable dialog with counter-hegemonic movementsProcesos educativos emancipatorios: profundizando el diálogo impostergable con los movimientos contrahegemónicoProcesos educativos emancipatorios: profundizando el diálogo impostergable con los movimientos contrahegemónicoThis article embrace counter-hegemonic educational perspectives in their daily practice, addresses the theoretical perspective of intercultural education and presents educational experiences that seek to escape the process of standardization and homogenization in which traditional formal education is often involved. Thus, anchored in dialogues with the Popular Projects, it presents experiences that, with social movements, articulate responses to the contemporary social and educational crisis. In theoretical terms, it discusses the perspective of the school in context, i.e. the school contextualized territorially and culturally. The research is qualitative and is based on methodologies that have dialogism as a principle. Finally, we conclude that the practices of political organization generated by social movements are torches for the construction of counter-hegemonic educational projects and practices. Keywords: Counter-hegemony. Emancipation. Social movements. Right to education.El artículo aborda la perspectiva teórica de la educación intercultural y presenta experiencias educativas que escapan a la estandarización y homogeneización en que la educación formal tradicional se envuelve. Así, anclado en diálogos con los Proyectos Populares, presenta experiencias que, junto con los movimientos sociales, articulan respuestas a la crisis social y educativa contemporánea. En términos teóricos, discute la perspectiva de la escuela en contexto, es decir, la escuela contextualizada territorial y culturalmente. La investigación es cualitativa y se basa en metodologías que tienen el diálogo como principio. Finalmente, concluimos que las prácticas de organización política generadas por los movimientos sociales son antorchas para la construcción de proyectos y prácticas educativas contrahegemónicas. Palabras clave: Contrahegemonía. Emancipación. Movimientos sociales. Derecho a la educación.El artículo aborda la perspectiva teórica de la educación intercultural y presenta experiencias educativas que escapan a la estandarización y homogeneización en que la educación formal tradicional se envuelve. Así, anclado en diálogos con los Proyectos Populares, presenta experiencias que, junto con los movimientos sociales, articulan respuestas a la crisis social y educativa contemporánea. En términos teóricos, discute la perspectiva de la escuela en contexto, es decir, la escuela contextualizada territorial y culturalmente. La investigación es cualitativa y se basa en metodologías que tienen el diálogo como principio. Finalmente, concluimos que las prácticas de organización política generadas por los movimientos sociales son antorchas para la construcción de proyectos y prácticas educativas contrahegemónicas. Palabras clave: Contrahegemonía. Emancipación. Movimientos sociales. Derecho a la educación.Universidade Estadual de Ponta Grossa2024-05-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/2308310.5212/PraxEduc.v.19.23083.025Práxis Educativa; Vol. 19 (2024): Publicação contínua; 1-17Práxis Educativa; Vol. 19 (2024): Publicação contínua; 1-17Práxis Educativa; V. 19 (2024): Publicação contínua; 1-17Práxis Educativa; v. 19 (2024): Publicação contínua; 1-171809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGspahttps://revistas.uepg.br/index.php/praxiseducativa/article/view/23083/209209218512Copyright (c) 2024 Práxis Educativahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFernandes, María Lidia BuenoNúñez Patiño, Kathia Plascencia González, Martín2024-05-05T20:36:37Zoai:uepg.br:article/23083Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2024-05-05T20:36:37Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Emancipatory educational processes, deepening the unavoidable dialog with counter-hegemonic movements
Procesos educativos emancipatorios: profundizando el diálogo impostergable con los movimientos contrahegemónico
Procesos educativos emancipatorios: profundizando el diálogo impostergable con los movimientos contrahegemónico
title Emancipatory educational processes, deepening the unavoidable dialog with counter-hegemonic movements
spellingShingle Emancipatory educational processes, deepening the unavoidable dialog with counter-hegemonic movements
Fernandes, María Lidia Bueno
title_short Emancipatory educational processes, deepening the unavoidable dialog with counter-hegemonic movements
title_full Emancipatory educational processes, deepening the unavoidable dialog with counter-hegemonic movements
title_fullStr Emancipatory educational processes, deepening the unavoidable dialog with counter-hegemonic movements
title_full_unstemmed Emancipatory educational processes, deepening the unavoidable dialog with counter-hegemonic movements
title_sort Emancipatory educational processes, deepening the unavoidable dialog with counter-hegemonic movements
author Fernandes, María Lidia Bueno
author_facet Fernandes, María Lidia Bueno
Núñez Patiño, Kathia
Plascencia González, Martín
author_role author
author2 Núñez Patiño, Kathia
Plascencia González, Martín
author2_role author
author
dc.contributor.author.fl_str_mv Fernandes, María Lidia Bueno
Núñez Patiño, Kathia
Plascencia González, Martín
description This article embrace counter-hegemonic educational perspectives in their daily practice, addresses the theoretical perspective of intercultural education and presents educational experiences that seek to escape the process of standardization and homogenization in which traditional formal education is often involved. Thus, anchored in dialogues with the Popular Projects, it presents experiences that, with social movements, articulate responses to the contemporary social and educational crisis. In theoretical terms, it discusses the perspective of the school in context, i.e. the school contextualized territorially and culturally. The research is qualitative and is based on methodologies that have dialogism as a principle. Finally, we conclude that the practices of political organization generated by social movements are torches for the construction of counter-hegemonic educational projects and practices. Keywords: Counter-hegemony. Emancipation. Social movements. Right to education.
publishDate 2024
dc.date.none.fl_str_mv 2024-05-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/23083
10.5212/PraxEduc.v.19.23083.025
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/23083
identifier_str_mv 10.5212/PraxEduc.v.19.23083.025
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/23083/209209218512
dc.rights.driver.fl_str_mv Copyright (c) 2024 Práxis Educativa
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 Práxis Educativa
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 19 (2024): Publicação contínua; 1-17
Práxis Educativa; Vol. 19 (2024): Publicação contínua; 1-17
Práxis Educativa; V. 19 (2024): Publicação contínua; 1-17
Práxis Educativa; v. 19 (2024): Publicação contínua; 1-17
1809-4309
1809-4031
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
instacron_str UEPG
institution UEPG
reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
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