Kamëntzá indigenous education. Upbringing, thought, listening
This research article is based on the idea that school, as a Western apparatus, was imposed as a homogenizing strategy within the framework of a civilizational project in the Colombian territory during the nineteenth century and became a fundamental tool of coloniality when persecuting and eradicati...
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Universidad Pedagógica y Tecnológica de Colombia
2018
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8294 |
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| author | Caicedo, Sandra Liliana Espinel, Oscar |
| author_facet | Caicedo, Sandra Liliana Espinel, Oscar |
| author_sort | Caicedo, Sandra Liliana |
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| description | This research article is based on the idea that school, as a Western apparatus, was imposed as a homogenizing strategy within the framework of a civilizational project in the Colombian territory during the nineteenth century and became a fundamental tool of coloniality when persecuting and eradicating cultural manifestations by indigenous peoples. Since there is no word such as education in Kamëntzá language, the people have established equivalences for its translation including, among others, education as upbringing, thought, experience, and ancestral knowledge. These are processes where the mother tongue, the preponderance of orality, the character acquired by collectiveness in the life within the community, the diverse spaces, and the value of adult people in the tradition as well as their preservation as people are cornerstones. However, many of these elements have been weakened, which threatens what is today known as indigenous’ own education and their cultural survival. Paradoxically, the research carried out finds that Western-like school has progressively turned into a space of language transmission to the new Kamëntzá generations and their own right it, thus creating spaces for meeting and safeguarding traditions as people. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-8294 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2018 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-82942022-06-15T17:00:12Z Kamëntzá indigenous education. Upbringing, thought, listening Educación indígena Kamëntzá. Crianza, pensamiento, escucha Education autochtone Kamëntzá. Elevage, pensée, écoute Educação indígena Kamëntzá. criação, pensamento, escuta Caicedo, Sandra Liliana Espinel, Oscar school intercultural education resistence coloniality oral expression escuela educación intercultural resistencia colonialidad expresión oral école éducation interculturelle résistance colonialité expression orale escola educação intercultural resistência colonialidade expressão oral This research article is based on the idea that school, as a Western apparatus, was imposed as a homogenizing strategy within the framework of a civilizational project in the Colombian territory during the nineteenth century and became a fundamental tool of coloniality when persecuting and eradicating cultural manifestations by indigenous peoples. Since there is no word such as education in Kamëntzá language, the people have established equivalences for its translation including, among others, education as upbringing, thought, experience, and ancestral knowledge. These are processes where the mother tongue, the preponderance of orality, the character acquired by collectiveness in the life within the community, the diverse spaces, and the value of adult people in the tradition as well as their preservation as people are cornerstones. However, many of these elements have been weakened, which threatens what is today known as indigenous’ own education and their cultural survival. Paradoxically, the research carried out finds that Western-like school has progressively turned into a space of language transmission to the new Kamëntzá generations and their own right it, thus creating spaces for meeting and safeguarding traditions as people. El presente artículo de investigación parte de la idea de que la escuela, como aparato occidental, fue impuesta como estrategia homogenizadora en el marco del proyecto civilizador en el territorio colombiano durante el siglo XIX y se constituyó en herramienta fundamental de la colonialidad dentro de la persecución y erradicación de las manifestaciones culturales de los pueblos indígenas. Al no existir en lengua kamëntzá la palabra educación, para su traducción, el pueblo ha construido equivalencias donde se destacan, entre otros, la educación como crianza, pensamiento, experiencia y saber ancestral; procesos donde la lengua materna, la preponderancia de la oralidad, el carácter que asume lo colectivo dentro de la vida de la comunidad, los espacios diversos y el valor de los mayores dentro de la tradición y su conservación como pueblo son piedra angular. Sin embargo, muchos de estos elementos se han debilitado, poniendo en riesgo lo que hoy se conoce como educación indígena propia y la pervivencia cultural del pueblo. Paradójicamente, la investigación desarrollada encuentra que la escuela —de carácter occidental— se ha convertido, progresivamente, en un espacio para transmitir la lengua y el derecho propio a las nuevas generaciones kamëntzá y, con ello, cimentar espacios de encuentro y resguardo de las tradiciones como pueblo. Cet article de recherche part du principe que l’école, en tant qu’appareil occidental, a été imposée comme une stratégie homogénéisatrice dans le cadre du projet civilisateur mis en œuvre sur le territoire colombien pendant le XIXe siècle; elle est devenue un outil essentiel de la colonialité pour persécuter et éradiquer les manifestations culturelles des peuples autochtones. En l’absence du mot éducation en langue kamëntzá, les personnes ont établi des équivalences pour sa traduction tels que: l’éducation comme élevage, la pensée, l’expérience et le savoir ancestral. Celles-ci constituent des processus dont la langue maternelle, la prépondérance de l’oralité, le rôle que prend le collectif dans la vie en communauté, les espaces divers, et la valeur des adultes dans sa tradition et sa préservation en tant que peuple, sont la pierre angulaire. Toutefois, un grand nombre de ces éléments se sont affaiblis en menaçant ce qui est maintenant connu comme l’éducation autochtone propre et la survie culturelle du peuple. Paradoxalement, le travail de recherche développé trouve que l’école – d’inspiration occidentale – est progressivement devenue un espace de transmission de la langue et du droit propre aux nouvelles générations kamëntzá O presente artigo de investigação parte da ideia que a escola, como aparelho ocidental, foi imposta como estratégia homogeneizadora no marco do projeto civilizador no território colombiano durante o século XIX e constituiu-se em ferramenta fundamental da colonialidade dentro da perseguição e erradicação das manifestações culturais dos povos indígenas. Ao não existir em língua kamëntzá a palavra educação, para sua tradução, o povo tem construído equivalências onde se destacam, entre outros, a educação como criação, pensamento, experiência e saber ancestral; processos onde a língua materna, a preponderância da oralidade, o carácter que assume o coletivo dentro da vida da comunidade, nos espaços diversos e o valor dos maiores dentro da tradição e sua conservação como povo são pedra angular. No entanto, muitos destes elementos debilitaram-se, pondo em risco o que hoje se conhece como educação indígena própria e a sobrevivência cultural do povo. Paradoxalmente, a investigação desenvolvida encontra que a escola —de carácter ocidental— converteu-se, progressivamente, num espaço para transmitir a língua e o direito próprio às novas gerações kamëntzá e com isso, cimentar espaços de encontro e resguardo das tradições como povo. Universidad Pedagógica y Tecnológica de Colombia 2018-05-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml text/html application/zip https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8294 10.19053/22160159.v9.n20.2018.8294 Praxis & Saber; Vol. 9 No. 20 (2018): Diversidad, Pedagogía y Escuela; 15 - 40 Praxis & Saber; Vol. 9 Núm. 20 (2018): Diversidad, Pedagogía y Escuela; 15 - 40 Praxis & Saber; Vol. 9 No 20 (2018): Diversidad, Pedagogía y Escuela; 15 - 40 Praxis & Saber; V. 9 N. 20 (2018): Diversidad, Pedagogía y Escuela; 15 - 40 Praxis & Saber; v. 9 n. 20 (2018): Diversidad, Pedagogía y Escuela; 15 - 40 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8294/7145 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8294/7546 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8294/9012 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8294/9013 Derechos de autor 2021 Sandra Liliana Caicedo, Oscar Espinel http://creativecommons.org/licenses/by-nc/4.0 |
| spellingShingle | school intercultural education resistence coloniality oral expression escuela educación intercultural resistencia colonialidad expresión oral école éducation interculturelle résistance colonialité expression orale escola educação intercultural resistência colonialidade expressão oral Caicedo, Sandra Liliana Espinel, Oscar Kamëntzá indigenous education. Upbringing, thought, listening |
| title | Kamëntzá indigenous education. Upbringing, thought, listening |
| title_alt | Educación indígena Kamëntzá. Crianza, pensamiento, escucha Education autochtone Kamëntzá. Elevage, pensée, écoute Educação indígena Kamëntzá. criação, pensamento, escuta |
| title_full | Kamëntzá indigenous education. Upbringing, thought, listening |
| title_fullStr | Kamëntzá indigenous education. Upbringing, thought, listening |
| title_full_unstemmed | Kamëntzá indigenous education. Upbringing, thought, listening |
| title_short | Kamëntzá indigenous education. Upbringing, thought, listening |
| title_sort | kamentza indigenous education upbringing thought listening |
| topic | school intercultural education resistence coloniality oral expression escuela educación intercultural resistencia colonialidad expresión oral école éducation interculturelle résistance colonialité expression orale escola educação intercultural resistência colonialidade expressão oral |
| topic_facet | school intercultural education resistence coloniality oral expression escuela educación intercultural resistencia colonialidad expresión oral école éducation interculturelle résistance colonialité expression orale escola educação intercultural resistência colonialidade expressão oral |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8294 |
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