Diálogos sobre educación

In recent decades, experiences in own education and community education in Latin America have guided the debates of educational research (from different disciplines such as anthropology, sociology, pedagogy, and others) towards the recognition of the learners’ own knowledge, concrete needs, and contexts in which educational processes take place. Although these experiences already placed the territory as an articulatory axis and practiced other ways of deploying education from patterns different from the hegemonic ones, the complex and diversified configuration of the encroachment on territories (by extractive projects and organized crime) has led us to pay more attention to them and make clear the place of the territory and its defense within educational processes.

In this context, we believe it is fundamental to problematize the multiple configurations of the links between territory, schools, and educational processes in their broader meaning. These configurations are constituted in the daily school practice, through practices, individuals, diverse spaces, and in some cases within broader social movements. We use the category other pedagogies to encompass these educational proposals or configurations that, from a critical position towards hegemonic processes – characterized by verticality, authoritarianism, lack of reflection, and isolation of contexts – have tried to generate other pedagogical processes. We are especially interested in those other pedagogies that have articulated territory, nature, relationality, dialog, and horizontality.

In this relationship between educational processes and territory, we cannot set aside the progress and positioning of the feminist movement in the last decade, as well as the insights and actions that have taken place to end violence against the body, also understood as territory. In this respect, we acknowledge their fundamental role in the construction of other ways to generate educational processes.