Reflexiones sobre la democracia cultural y la escolarización

Autores/as

  • Antonia Darder Loyola Marymount University

DOI:

https://doi.org/10.17561/ae.vextra1.7334

Palabras clave:

democracia cultural, justicia social, descolonización, subalternidad, pedagogía crítica

Resumen

Este artículo ofrece una exhaustiva reflexión crítica sobre diferentes problemas que repercuten en la práctica de la democracia cultural en la educación. La discusión se inicia mediante la identificación de las condiciones contemporáneas de desigualdad a las que se enfrentan las comunidades subalternas en Estados Unidos y en otros países. El elemento clave de la discusión es el vínculo entre cultura y poder, que propicia una comprensión descolonizadora de la justicia social. Inspirándose en los escritos de John Dewey y Paulo Freire sobre democracia y educación, el artículo sostiene un conjunto de principios pedagógicos que pueden apoyar un enfoque culturalmente democrático en el aula. Para construir el fundamento de una vía pedagógica crítica hacia una pedagogía democrática cultural, se estudian los procesos de racialización y dominación lingüísticas, así como la trascendencia de la resistencia en la educación de los estudiantes subalternos. Finalmente, se refuerza una visión colectiva de la liberación como aspecto primordial para transformar la educación y crear oportunidades educativas, a pesar de las limitaciones impuestas por la escolarización hegemónica.

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Publicado

2022-10-14

Cómo citar

Darder, A. (2022). Reflexiones sobre la democracia cultural y la escolarización. Aula De Encuentro, (Extra1), 39–89. https://doi.org/10.17561/ae.vextra1.7334