La narratividad descolonizada como alternativa pedagógica práctica y espacio de emergencia identitaria desde un enfoque de género
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Fecha
2018
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Editor
Corporación Universitaria Lasallista
Resumen
Introduction: Narrative pedagogy is presented as
a dynamic vision to achieve recognition and
identification produced by the appearance of
transgression, criticism, mutation and political
effects. The narrative becomes work to be
appropriate for the subjects thus activating their
meaning and value. Objective: To propose a
theoretical framework from the educational
philosophy called the pedagogy of "we" as a space
of construction / deconstruction / reconstruction /
dissolution. A decolonized epistemology with a
gender approach. Materials and methods: This is
a research with documental, analytical and
explanatory characteristics, based on
post-structuralist feminism and critical theory. It
makes use of secondary sources. Results: The
conceptualization of the category of identity as a narrative deepens the idea of incorporating the
sense of being, clearly introducing the agency.
Conclusion: The pedagogy of "we" as a space of
construction / deconstruction / reconstruction /
dissolution of our identities, without pretending to
achieve a truth or a totalizing vision, clarifies
divergences and agreements to build possible
points of convergence based on care and equality.
Likewise, it tries to develop a gnoseological option
based on the narrative as a pedagogical strategy
because, apart from being a form of knowledge
that brings together all the pedagogies, it is a way
in which educators and learners can interpret their
experiences from different perspectives, including
the conventional, critical, feminist, postmodern and
phenomenological.
Descripción
Palabras clave
Corporación Universitaria Lasallista, Pedagogía, Narrativa, Identidad, Cultura, Enfoque de género
Citación
Revista Lasallista de Investigación Vol. 15 N. 1