Reconstruir un mundo en el que valga la pena vivirexperiencias para la emancipación y la transformación desde la escuela

1. Marina Garcés ¹
2. Raquel Miño-Puigcercós ²
3. Pablo Neut ²
4. Ezequiel Passerón ²

Export

Export

×

MLA

modern-language-association

APA

apa

Chicago

chicago-fullnote-bibliography

Harvard

harvard-cite-them-right

Vancouver

vancouver-author-date

---

RIS BibTex

Export

×

This document cannot be exported because it belongs to another portal.

Full text

lock_openDialnet dialnet lock_openFull text externo

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Revista Izquierdas

Abstract

This article parts from three questions that are usually neglected by the onslaught of the hegemonic technocratic pedagogical discourse: how can schools generate emancipatory and transformative spaces? How to promote learning experiences based on complicity? And how creating alliances between schools and communities contribute to generate collective bonds oriented towards social justice? Subsequently, three educational projects implemented in secondary schools are presented. These projects are linked to gender inequalities, the dominant economic and productive models and the effects of the pandemic. In the discussion, it is argued that some educational experiences might generate “counter-hegemonic disruptions” from which a new pedagogical and community imagination is put into practice. It also highlights the possibilities and tensions that emerge when learning does not imply reproducing but generate alternatives to the dominant social order.

Data source: Dialnet