The Current “popular education” and the struggles for hegemony in the cultural history of education in our America

legacies and challenges

Abstract

This work aims to contribute to the study of the history of pedagogy and educators who, in the periods before and after the dictatorships of the southern cone, developed a praxis based on the accumulation of educational experiences developed in the heat of the emancipatory processes. We are interested in deepening this contribution from the perspective of social and cultural history.

We understand that each work in this line that recovers traditions, views and knowledge regarding pedagogical knowledge and accumulated experience from educational praxis in the context of enmancipatory political projects in our America, is a relevant contribution that remains to be deepened. There is a field of knowledge, knowledge, experiences regarding education in our continent that we continue to rescue and make visible from the present, understanding that said knowledge and experiences gave rise to a current of thought and educational action located in our America, born from genuineness of these territories, from that humus gestated since the Haitian revolution, the indigenous struggles, the struggles for the first independence and those of the 1960s and 1970s, all of them tireless struggles of the peoples on a continent that has not stopped resisting to colonialism for more than 500 years and that has created a pedagogical trend in the heat of these resistances.