Educación, Política e Interculturalidad. Construyendo nuevos horizontes desde América Latina
This volume is one of the first results of the establishment of the Latin American Network on Education, Politics, and Interculturality. This network emerged as an academic response seeking to coordinate efforts between the Consortium Doctoral Program in Education of the University of Playa Ancha, t...
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| Main Authors: | , |
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| Format: | Online |
| Sprog: | spansk |
| Udgivet: |
Ariadna Ediciones
2026
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| Fag: | |
| Online adgang: | ONIX_20260518T111331_9789566276883_11 |
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| Summary: | This volume is one of the first results of the establishment of the Latin American Network on Education, Politics, and Interculturality. This network emerged as an academic response seeking to coordinate efforts between the Consortium Doctoral Program in Education of the University of Playa Ancha, the University of Los Lagos, and the University of Antofagasta (Chile), and three working groups related to the field of education, all of which are part of the Latin American Council of Social Sciences (CLACSO). The objective is to foster dialogues that will allow for the construction of relevant, situated, and scientific knowledge within the framework of the triad of Education, Politics, and Interculturality. To this end, we set out to convene a broad range of voices studying diverse problems associated with this triad, from various locations across Latin America. This collaboration will allow us to establish or envision new horizons for addressing, collectively, the various conflicts and research topics that ultimately shape this volume. The collection of works presented in this book reflects critical pedagogical and educational conceptions that challenge educational projects, systems, models, and practices permeated by the power dynamics of capitalism, colonialism, and patriarchy. These texts, drawing on theoretical and empirical approaches, advocate for an intercultural, decolonizing, multilingual, dialogical education that promotes and respects community and ancestral knowledge, and is pluralistic and critical. In other words, these texts distance themselves from educational and pedagogical conceptions marked by objectivist, neutral, aseptic, and technocratic logics. These chapters converge on conceptions of education committed to processes of democratization, empowerment, and justice for those social sectors that have been historically excluded and exploited. |
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