School and territory: land-based practices in indigenous community-based elementary education in Oaxaca, Mexico
The objective of this article is to analyze the centrality of territory in the school life of a model of community-based indigenous basic education in Oaxaca, Mexico. It is situated in the discussions on land-based education and land-based pedagogies, and in a sociocultural perspective of learning a...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA
2024
|
| Materias: | |
| Acceso en línea: | http://revistascientificas.filo.uba.ar/index.php/CAS/article/view/14133 |
| Aporte de: |
| Sumario: | The objective of this article is to analyze the centrality of territory in the school life of a model of community-based indigenous basic education in Oaxaca, Mexico. It is situated in the discussions on land-based education and land-based pedagogies, and in a sociocultural perspective of learning and situated practices. The article presents elements that organize the daily pedagogical work of a middle school, the journeys through the territory and some texts and drawings made by students, as part of ethnographic research in a school in the Zapotec region of Sierra Norte of this state. The findings show that territorialized school practices question the centrality of disciplinary knowledge, strengthen the link between students and their territory and transform the whole community as an educational space. |
|---|