Educating in pandemic: Situated learning in the educational milpas
The findings derived from a collaborative educational research-intervention project, carried out in indigenous localities of Mexico during the Covid19 pandemic, are presented. Evidence is offered of how, from a critical and decolonial approach to interculturality, and based on the sociocultural theo...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal de Goiás (UFG) |
| Repositorio: | Revista Articulando e Construindo Saberes (Online) |
| Idioma: | español |
| OAI Identifier: | oai:ojs.revistas.ufg.br:article/72033 |
| Acceso en línea: | https://revistas.ufg.br/racs/article/view/72033 |
| Access Level: | acceso abierto |
| Palabra clave: | Situated learning; Covid19 pandemic; critical interculturality, educational milpas, Mexico. Aprendizaje situado; pandemia Covid19; interculturalidad crítica, milpas educativas, México. |
| Sumario: | The findings derived from a collaborative educational research-intervention project, carried out in indigenous localities of Mexico during the Covid19 pandemic, are presented. Evidence is offered of how, from a critical and decolonial approach to interculturality, and based on the sociocultural theory of learning and the Intercultural Inductive Method (MII), in the educational milpas of the Intercultural Inductive Education Network (REDIIN) active participation of communities’ inhabitants contribute to the pertinence and relevance of the learning of indigenous children and to the transformation of teaching practices and the re-evaluation indigenous ways of life and worldviews. |
|---|