Eco-auto-organization, and intersubjectivity utopian realism, as basis for indian critical pedagogy

Abstract

We propose an argument about the need to include the idea of commonality (Martínez Luna: 2011) as the general framework and substantive criticism and indigenous education possible. In this framework we propose a review of self-identity perspective of eco-organized (Morin 1997). To which we add the idea of the subject of utopian realism of Bloch (2004), a subject that ideally involves, also, take a vision of utopia, hope and practice in an area of dialogical intersubjectivity (Habermas 1982), all thus, as elements that are interwoven with the basics of the concept of commonality and oriented toward the pursuit of a critical pedagogy. These principles can be suggested in the space that the Communities have to do this, the Assembly.
The qualitative objective of impact is the expansion of critical consciousness. Another objective: cultural material, is to convince both the subjects themselves indigenous —that an
education project founded with these bases, it is worthy to be discussed, rich, and according to (decide communities), to consider possible decision makers in public education policy) with respect to their functional feasibility, as supports for the development of general guidelines from which emit specific programs.