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Between Simón and Paulo: Legacies of Latin American Emancipatory Educations

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No. 8 (2022): January-June 2022
https://doi.org/10.5354/2452-5014.2022.65845

Abstract

The present article investigates some emancipatory educational legacies that we find in the thought of Simón Rodríguez and Paulo Freire. This seeks to contribute to the visibility of the Latin American pedagogical tradition. To do this, a documentary search was carried out on some of these authors' works, which allowed us to identify three legacies. The first associates the emancipatory perspective with the origin of concern of critically reading the world, which arises from the review of one's life experience. The second shows that emancipatory education requires the work of "invention", which requires knowing the order of injustice and inequality to risk other possibilities of education and society. Third, it is found that this emancipatory education is linked to the recognition of "one's own", a principle associated with struggles from one's own culture, language and history, and knowledge of territorialized needs and conditions of existence.

Keywords:

Latin American pedagogical tradition, popular education, emancipation, Simón Rodríguez, Paulo Freire

Author Biography

Alcira Aguilera-Morales, Universidad Pedagógica Nacional (Bogotá, Colombia)

Research Professor, National Pedagogical University, Bogotá, Colombia; PhD in Latin American Studies, National Autonomous University of Mexico, Mexico City, Mexico.

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How to Cite
Aguilera-Morales, A. (2021). Between Simón and Paulo: Legacies of Latin American Emancipatory Educations. Revista Saberes Educativos, (8), 146–164. https://doi.org/10.5354/2452-5014.2022.65845
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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