Sensing/thinking and revolutionary pedagogies in the educational and political praxis of social movements in latin america

Abstract

This review article aims to raise theoretical and methodological elements to think about the problematic field that articulates the relationship between historical processes of resistance, education and knowledge in the formation of sentipensante and revolutionary pedagogies in the educational-political praxis of indigenous and peasant movements in Latin America. In this direction, by affirming the existence of a revolutionary and sentipensante character in the pedagogical praxis of the movements, I recover the theoretical-political debate of critical theory in Frantz Fanon, Orlando Fals-Borda and Silvia Rivera Cusicanqui, and of Latin American pedagogical thought, in Paulo Freire and Carlos Mariátegui, in the sense of identifying the revolutionary subject of Latin America in the different historical periods of tension in the hegemonic dispute. In these processes of dispute over hegemony, the Latin American region demarcates historical specificities that interweave conceptions of education and of pedagogy, in the sense of situating what constitutes an education project within the perspective of indigenous and rural movements of the region, who are the subjects of education, to what educational discourses, and to what socio-cultural and political intentions they respond. Likewise, the article proposes some methodological axes to interpret the elements that structure the conception of education and pedagogy in the educational-political projects of the indigenous and rural movements, accompanied by concrete examples of current educational experiences: The epistemic dimension (the ethos, ethical-political project and values), the processual (strategies, knowledge and subjects), and the pedagogical.