APPROXIMATION TO THE CONCEPTION OF EDUCATION FROM A CONTEMPORARY NATIVE PEOPLE COMMUNITY
The vertiginous changes in the processes of formation and transformation of the individuals, are disrupted by multiple ways of conceiving life and the context in which they develop. That is why education as a transformative process of people has faced generational changes that in many cases blur &qu...
| Autores: | , , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | México |
| Recursos: | UNIVERSIDAD AUTÓNOMA DE CHIAPAS |
| Repositorio: | Revista Espacio I+D Innovación más Desarrollo |
| Idioma: | español inglés |
| OAI Identifier: | oai:ojs.espacioimasd.unach.mx:article/218 |
| Acesso em linha: | https://www.espacioimasd.unach.mx/index.php/Inicio/article/view/218 |
| Access Level: | acceso abierto |
| Palavra-chave: | Educación Sujetos colectivos Pueblos indígenas Tseltal Conocimientos Education collective individuals indigenous peoples tseltal knowledge |
| Resumo: | The vertiginous changes in the processes of formation and transformation of the individuals, are disrupted by multiple ways of conceiving life and the context in which they develop. That is why education as a transformative process of people has faced generational changes that in many cases blur "other" ways of educating the subject. That is, on the one hand we have formal education as an agent of transformation and change in these from various ideological mechanisms, and on the other, community education is maintained in resistance, understood as the set of elements of a culture, which favor the construction of individuals with ethical and moral references proper to the context in which they operate. Therefore, the present article of field research carried out in Tseltal-speaking communities in the Chiapas region V Altos Tsotsil-Tseltal addresses an approach to the conception of education from an approach to the interpretation and translation of this concept into the language of this people contemporary indigenous This presents a detailed analysis in relation to the ways of naming and conceiving the education process, seen as a contextualized process that is part of the cultural knowledge of the individuals and therefore of their status as collective individuals, because education is framed according to what is done and is in community, in society. Hence, they have been able to identify up to six ways of conceiving education with their respective particularities in each of them. |
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