Community integral education and afroepistemology in Cuyagua, Venezuela
The academic motivation was to approach the construction of intersubjectivities with the cimarrones of the Network of Afro-Venezuelan Organizations, from now on ROA, based on the educational experience of the Center for Community Integral Education (CEICO) who lived in the town of Cuyagua, Costa de...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2017
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| Online Access: | https://revistas.uptc.edu.co/index.php/derecho_realidad/article/view/9248 |
| _version_ | 1801706577096343552 |
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| author | Preciado, Alberto |
| author_facet | Preciado, Alberto |
| author_sort | Preciado, Alberto |
| collection | OJS |
| description | The academic motivation was to approach the construction of intersubjectivities with the cimarrones of the Network of Afro-Venezuelan Organizations, from now on ROA, based on the educational experience of the Center for Community Integral Education (CEICO) who lived in the town of Cuyagua, Costa de Oro municipality of the Aragua state in the Bolivarian Republic of Venezuela. This educational experience, seen from the qualitative orientation, served as the basis to approach a theoretical-methodological reflection in relation to the presence of Afroepistemology and Afro-Epistemetodics-a category constructed by the Afro-Venezuelan professor Jesús "Chucho" García and understood as decolonial epistemology from the perspective of Modernity/Coloniality/Decoloniality-, in addition, the historical processes linked in the struggles for education in Afro-descendant communities of the country from the perspective of the teacher Luis Bigott. Likewise, the field work through the research method as a qualitative case study close to collaborative or cooperative research, allowed to relate the emerging categories of community integral education, village teachers, pedagogy of orality, epistemic racism and pedagogy of the cimarronaje, making visible the contributions of the afrodescendants, which allowed to conclude that it is necessary to build in the country a critical and political education, linked to the needs and contexts of the populations to which it is directed. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-9248 |
| institution | Revista Derecho y Realidad |
| language | spa |
| publishDate | 2017 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-92482022-06-23T21:54:26Z Community integral education and afroepistemology in Cuyagua, Venezuela Educación integral comunitaria y afroepistemología en Cuyagua, Venezuela Educación integral comunitaria y afroepistemología en Cuyagua, Venezuela Preciado, Alberto integral education community epistemology afroepistemology afroepistemetodics Modernity Coloniality Decoloniality educación integral comunidad epistemología afroepistemología afroepistemetódica modernidad colonialidad decolonialidad The academic motivation was to approach the construction of intersubjectivities with the cimarrones of the Network of Afro-Venezuelan Organizations, from now on ROA, based on the educational experience of the Center for Community Integral Education (CEICO) who lived in the town of Cuyagua, Costa de Oro municipality of the Aragua state in the Bolivarian Republic of Venezuela. This educational experience, seen from the qualitative orientation, served as the basis to approach a theoretical-methodological reflection in relation to the presence of Afroepistemology and Afro-Epistemetodics-a category constructed by the Afro-Venezuelan professor Jesús "Chucho" García and understood as decolonial epistemology from the perspective of Modernity/Coloniality/Decoloniality-, in addition, the historical processes linked in the struggles for education in Afro-descendant communities of the country from the perspective of the teacher Luis Bigott. Likewise, the field work through the research method as a qualitative case study close to collaborative or cooperative research, allowed to relate the emerging categories of community integral education, village teachers, pedagogy of orality, epistemic racism and pedagogy of the cimarronaje, making visible the contributions of the afrodescendants, which allowed to conclude that it is necessary to build in the country a critical and political education, linked to the needs and contexts of the populations to which it is directed. la motivación académica es un acercamiento a la construcción de intersubjetividades con las(os) cimarronas(es) de la Red de Organizaciones Afrovenezolanas, en adelante ROA, a partir de la experiencia educativa del Centro de Educación Integral Comunitaria (CEICO) que vivieron en el pueblo de Cuyagua, municipio Costa de Oro del Estado de Aragua, en la República Bolivariana de Venezuela. Esta experiencia educativa, vista desde la orientación cualitativa, sirvió de base para abordar una reflexión teórico-metodológica en relación con la presencia de la afroepistemología y la afroepistemetódica –categoría construida por el profesor afrovenezolano Jesús “Chucho” García y entendida como epistemología decolonial, desde la perspectiva Modernidad/Colonialidad/Decolonialidad–, además, los procesos históricos, vinculados en las luchas por la educación en las comunidades afrodescendientes del país, desde la perspectiva del maestro Luis Bigott. Asimismo, el trabajo de campo a través del método de la investigación, como un estudio de caso cualitativo, cercano a la investigación colaborativa o cooperativa, el cual permitió relacionar las categorías emergentes de educación integral comunitaria, maestras(os) del pueblo, pedagogía de la oralidad, racismo epistémico y pedagogía del cimarronaje, visibilizando los aportes de las(os) afrodescendientes, lo cual permitió concluir que es necesario construir en el país una educación crítica y política, ligada a las necesidades y contextos de las poblaciones a las cuales va dirigida. A motivação acadêmica é uma aproximação à construção de intersubjetividades com os quilombolas da Rede de Organizações Afro-Venezuelanas, doravante ROA, a partir da experiência educativa do Centro de Educação Comunitária Integral (CEICO) que residia na cidade de Cuyagua, Costa de Oro município do Estado de Aragua, na República Bolivariana da Venezuela. Essa experiência educativa, vista a partir de uma perspectiva qualitativa, serviu de base para abordar uma reflexão teórico-metodológica em relação à presença da Afroepistemologia e da Afroepistemologia - categoria construída pelo professor afro-venezuelano Jesús "Chucho" García e entendida como epistemologia decolonial , na perspectiva da Modernidade/Colonialidade/Decolonialidade –, além disso, os processos históricos, articulados nas lutas pela educação nas comunidades afrodescendentes do país, na perspectiva do professor Luis Bigott. Da mesma forma, o trabalho de campo pelo método de pesquisa, como estudo de caso qualitativo, próximo à pesquisa colaborativa ou cooperativa, que permitiu relacionar as categorias emergentes de educação comunitária integral, professores de aldeia, pedagogia da oralidade, racismo epistêmico e pedagogia do maroonage, tornando visíveis as contribuições dos afrodescendentes, o que nos permitiu concluir que é preciso construir uma educação crítica e política no país, vinculada às necessidades e contextos das populações a que se dirige. Universidad Pedagógica y Tecnológica de Colombia 2017-12-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/derecho_realidad/article/view/9248 10.19053/16923936.v15.n30.2017.9248 Derecho y Realidad; Vol. 15 No. 30 (2017): Julio - Diciembre Derecho y Realidad; Vol. 15 Núm. 30 (2017): Julio - Diciembre Derecho y Realidad; v. 15 n. 30 (2017): Julio - Diciembre 2619-5607 1692-3936 10.19053/16923936.v15.n30.2017 spa https://revistas.uptc.edu.co/index.php/derecho_realidad/article/view/9248/7690 Derechos de autor 2017 Derecho y Realidad http://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | integral education community epistemology afroepistemology afroepistemetodics Modernity Coloniality Decoloniality educación integral comunidad epistemología afroepistemología afroepistemetódica modernidad colonialidad decolonialidad Preciado, Alberto Community integral education and afroepistemology in Cuyagua, Venezuela |
| title | Community integral education and afroepistemology in Cuyagua, Venezuela |
| title_alt | Educación integral comunitaria y afroepistemología en Cuyagua, Venezuela Educación integral comunitaria y afroepistemología en Cuyagua, Venezuela |
| title_full | Community integral education and afroepistemology in Cuyagua, Venezuela |
| title_fullStr | Community integral education and afroepistemology in Cuyagua, Venezuela |
| title_full_unstemmed | Community integral education and afroepistemology in Cuyagua, Venezuela |
| title_short | Community integral education and afroepistemology in Cuyagua, Venezuela |
| title_sort | community integral education and afroepistemology in cuyagua venezuela |
| topic | integral education community epistemology afroepistemology afroepistemetodics Modernity Coloniality Decoloniality educación integral comunidad epistemología afroepistemología afroepistemetódica modernidad colonialidad decolonialidad |
| topic_facet | integral education community epistemology afroepistemology afroepistemetodics Modernity Coloniality Decoloniality educación integral comunidad epistemología afroepistemología afroepistemetódica modernidad colonialidad decolonialidad |
| url | https://revistas.uptc.edu.co/index.php/derecho_realidad/article/view/9248 |
| work_keys_str_mv | AT preciadoalberto communityintegraleducationandafroepistemologyincuyaguavenezuela AT preciadoalberto educacionintegralcomunitariayafroepistemologiaencuyaguavenezuela |
