Los “ires y venires” de la pedagogía de américa latina

Abstract

This work analyzes the historical and political evolution of education in Latin America since the 18th century, highlighting the tensions between popular education and hegemonic discourse. Based on the book “From Simón Rodríguez to Paulo Freire” by Adriana Puiggrós (2024), which shows how education has historically served as an instrument of colonial domination, it emphasizes transformative experiences, such as those of Rodríguez and Freire, which advocate for a critical, inclusive, and emancipatory Latin American pedagogy. The role of schooling in the consolidation of Latin American nation-states is examined, where the school was used to unify, discipline, and shape citizens to fit the new social order—contrasting with the liberatory education promoted by Rodríguez. The curriculum appears as an ideological tool that often strips knowledge of its meaning and reproduces dominant logic, although it can also be transformative when integrated with the students’ social context. Notable examples include the Ayllu School of Warisata in Bolivia and the San Carlos Plan in Chile, which connected education to production, local culture, and community autonomy. These initiatives illustrate a decolonizing pedagogy that challenges the traditional educational model. Finally, it is acknowledged that efforts to build a Latin American pedagogy have faced obstacles such as over-ideologization and disconnection from formal schooling. In the 21st century, in the face of challenges such as digitalization and de-schooling, it becomes crucial to revitalize the role of teachers, rearticulate the curriculum around students’ real-life issues, and reclaim the critical legacy of figures like Rodríguez and Freire for a truly emancipatory education.