Full Description
After long periods of military dictatorships, civil wars, and economic instability, Latin America has changed face, and become the foremost region for counter-hegemonic processes. This book seeks to address contemporary paradigms of education and learning in Latin America. Although the production of knowledge in the region has long been subject to imperial designs and disseminated through educational systems, recent interventions - from liberation theology, popular education, and critical literacy to postcolonial critique and decolonial options - have sought to shift the geography of reason.
Over the last decades, several Latin American communities have countered this movement by forming some of the most dynamic and organised forms of resistance: from the landless movements in Brazil to the Zapatistas in the Chiapas region of Mexico, from the indigenous social movements in Bolivia to Venezuela's Chavistas, to mention but a few. The central question to be addressed is how, in times of historical ruptures, political reconstructions, and epistemic formations, the production of paradigms rooted in 'other' logics, cosmologies, and realities may renegotiate and redefine concepts of education, learning, and knowledge. Consequently, this book transcends disciplinary, epistemological, and methodological boundaries in education and learning by engagement with 'other' paradigms. This book was originally published as a special issue of the International Journal of Lifelong Education.
Contents
Introduction: Education and other modes of thinking in Latin America 1. Decolonial pedagogies walking and asking: Notes to Paulo Freire from AbyaYala 2. From Hamburg to Belem: the limits of technocratic thinking in adult learning education 3. Emotions in the history of Latin American popular education: construction for a thinking-feeling pedagogy 4. Popular education in solidarity economy 5. Gender structure and women's agency: toward greater theoretical understanding of education for transformation 6. On competences and values: from the desire to educate to educating the desire of being 7. Performing transformation in the Community University of the Rivers
