Chiapas: beyond the modern pedagogical project

The modern pedagogical project implies a logic of denying contemporaneity, one of its clearest features. Despite the chronological coexistence between Europeans and Americans over the last five hundred years, indigenous communities have been relegated to the past, in contrast to the apparently advan...

Descripción completa

Detalles Bibliográficos
Autor principal: Gioffre, Oliverio Blas
Formato: Artículo revista
Lenguaje:Español
Publicado: IRICE (CONICET-UNR) 2024
Materias:
modernity
liberation
decolonization
pedagogy
zapatism
modernidad
liberación
descolonización
pedagogía
zapatismo
Acceso en línea:https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1942
Aporte de:
Revista IRICE (CONICET) de Universidad Nacional de Rosario
id I15-R240-article-1942
record_format ojs
spelling I15-R240-article-19422025-03-14T22:51:24Z Chiapas: beyond the modern pedagogical project Chiapas: más allá del proyecto pedagógico moderno Gioffre, Oliverio Blas modernity liberation decolonization pedagogy zapatism modernidad liberación descolonización pedagogía zapatismo The modern pedagogical project implies a logic of denying contemporaneity, one of its clearest features. Despite the chronological coexistence between Europeans and Americans over the last five hundred years, indigenous communities have been relegated to the past, in contrast to the apparently advanced modern civilization, reinforcing the belief in a lack of simultaneity in the ontological sphere. Liberation movements, since the 1960s, have collaborated in deconstructing Eurocentric hegemony and revaluing the knowledge of Latin American inhabitants. Pedagogy, philosophy, and theology of liberation paved the way to question the cultural horizon related to the discourse of development since the 1940s. However, with the fall of the Berlin Wall in 1989, the rhetoric of globalization was imposed against the promotion of local worldviews. This article reveals how the Zapatista experience, which emerged in the 1990s in southern Mexico and continues to this day, can be considered a concrete example of resistance against the modern pedagogical project and the homogenization produced by globalization. It looks forward to pedagogical decolonization and defense of the cultural background of the Tseltal people in Chiapas. El proyecto pedagógico moderno tiene como uno de sus fundamentos indistinguibles la lógica de la negación de la contemporaneidad. A pesar de la coexistencia cronológica entre europeos y americanos durante los últimos quinientos años, las comunidades indígenas fueron situadas en el pasado respecto de la supuestamente avanzada civilización moderna, contribuyendo así al fortalecimiento de la creencia en una falta de simultaneidad en la esfera ontológica. Los movimientos de liberación, a partir de la década de 1960, colaboraron con la deconstrucción de la hegemonía eurocéntrica y la revalorización de los saberes propios de los pueblos latinoamericanos. Desde los aportes de la pedagogía, teología y filosofía de la liberación, se hizo posible la denuncia del horizonte cultural demarcado por el discurso del desarrollo, vigente desde la década de 1940. Sin embargo, con la caída del muro de Berlín en 1989, la retórica de la globalización pareció imponerse de manera arrolladora frente a las reivindicaciones de las cosmovisiones locales. Este artículo señala a la experiencia pedagógica zapatista, surgida en la década de 1990 en el sur mexicano y presente hasta la actualidad, como un caso concreto de resistencia frente al proyecto pedagógico moderno y al afán homogeneizante de la globalización, en el marco de un plan de descolonización pedagógica y de reafirmación del acervo cultural tseltal en la zona de Chiapas. IRICE (CONICET-UNR) 2024-12-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1942 10.35305/revistairice.vi47.1942 Revista IRICE; Núm. 47 (2024); 131-151 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1942/3172 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1942/3174 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1942/3175 Derechos de autor 2024 Oliverio Blas Gioffre https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-240
container_title_str Revista IRICE (CONICET)
language Español
format Artículo revista
topic modernity
liberation
decolonization
pedagogy
zapatism
modernidad
liberación
descolonización
pedagogía
zapatismo
spellingShingle modernity
liberation
decolonization
pedagogy
zapatism
modernidad
liberación
descolonización
pedagogía
zapatismo
Gioffre, Oliverio Blas
Chiapas: beyond the modern pedagogical project
topic_facet modernity
liberation
decolonization
pedagogy
zapatism
modernidad
liberación
descolonización
pedagogía
zapatismo
author Gioffre, Oliverio Blas
author_facet Gioffre, Oliverio Blas
author_sort Gioffre, Oliverio Blas
title Chiapas: beyond the modern pedagogical project
title_short Chiapas: beyond the modern pedagogical project
title_full Chiapas: beyond the modern pedagogical project
title_fullStr Chiapas: beyond the modern pedagogical project
title_full_unstemmed Chiapas: beyond the modern pedagogical project
title_sort chiapas: beyond the modern pedagogical project
description The modern pedagogical project implies a logic of denying contemporaneity, one of its clearest features. Despite the chronological coexistence between Europeans and Americans over the last five hundred years, indigenous communities have been relegated to the past, in contrast to the apparently advanced modern civilization, reinforcing the belief in a lack of simultaneity in the ontological sphere. Liberation movements, since the 1960s, have collaborated in deconstructing Eurocentric hegemony and revaluing the knowledge of Latin American inhabitants. Pedagogy, philosophy, and theology of liberation paved the way to question the cultural horizon related to the discourse of development since the 1940s. However, with the fall of the Berlin Wall in 1989, the rhetoric of globalization was imposed against the promotion of local worldviews. This article reveals how the Zapatista experience, which emerged in the 1990s in southern Mexico and continues to this day, can be considered a concrete example of resistance against the modern pedagogical project and the homogenization produced by globalization. It looks forward to pedagogical decolonization and defense of the cultural background of the Tseltal people in Chiapas.
publisher IRICE (CONICET-UNR)
publishDate 2024
url https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1942
work_keys_str_mv AT gioffreoliverioblas chiapasbeyondthemodernpedagogicalproject
AT gioffreoliverioblas chiapasmasalladelproyectopedagogicomoderno
first_indexed 2025-03-20T05:02:28Z
last_indexed 2025-03-20T05:02:28Z
_version_ 1827088051315146752

Ejemplares similares