OIGA PROFE /PEDAGOGÍAS DECOLONIALES/CATHERINE WALSH

Introduction

The host welcomes viewers to the program and introduces the guest, Professor Catherine Walsh, who will discuss new pedagogical approaches in education.

Welcoming the Guest

• The host welcomes viewers to the program on the Zoom channel.

• The program is being broadcasted from the lateral square of the Museum of Contemporary Art (MAC) in the Minuto de Dios neighborhood.

• Professor Catherine Walsh is introduced as a guest from Uniminuto with innovative pedagogical proposals.

Exploring Our Origins

The discussion focuses on why we are still tied to elements inherited from colonialism and how this impacts our thinking and education.

Colonial Power and Internal Communism

• Despite independence, Colombia still experiences internal colonialism and a power structure that perpetuates inequality.

• This power structure affects knowledge systems, creating a perception of superiority or inferiority among individuals.

• This weight of colonial history continues to shape society, even in modern times.

Challenges After Independence

The conversation delves into why countries like Colombia are embracing modernization without considering their own Latin American perspectives.

Understanding Pedagogy of Colonization

• Pedagogy extends beyond formal education institutions and includes various movements and collective struggles.

• Pedagogy involves actions and reflections that lead to continuous learning and unlearning.

• Pedagogy of colonization involves planting alternative ideas rather than simply breaking free from colonization.

Thinking From Latin America's Perspective

The importance of shifting educational paradigms towards an understanding rooted in Latin American perspectives is discussed.

Challenging Traditional Models

• Traditional models perceive knowledge as something external that comes from books or outside sources.

• Shifting the perspective involves recognizing the importance of learning concepts like freedom, resistance, autonomy, and organization from Latin American contexts.

• The focus is on unlearning and relearning in order to transform society.

Catherine Walsh's Journey

Professor Catherine Walsh shares her journey from the United States to Ecuador and her experiences in Latin America.

A Unique Background

• Catherine Walsh is not only Ecuadorian but also identifies as a Latin American.

• Her journey took her from the United States to Ecuador through various paths and experiences.

• She initially arrived in Ecuador in 1977 for an exchange program but ended up staying and working as a cook while learning Spanish.

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Collaborating with Indigenous Movements in Education

The speaker discusses their experience collaborating with Indigenous movements, particularly in the field of education. They highlight the importance of building an Indigenous university and the affinity they have developed through these processes.

Affinities in Collaborative Processes

• Collaborating with Indigenous movements, specifically in education.

• Building a project for an Indigenous university.

• Developing affinities through these processes.

Learning from Wise Elders and Peasants

The speaker reflects on the valuable experiences gained from spending time with wise elders and peasants. These interactions enrich their understanding and perspective on life.

Valuable Experiences

• Spending time with wise elders and grandparents who share wonderful insights.

• Engaging in conversations with peasants while sharing meals, which greatly enriches their understanding.

Challenges in Popular Education

The speaker discusses challenges faced in popular education, drawing inspiration from Paulo Freire's work. They highlight the need to go beyond traditional approaches and address issues such as sexism within popular education.

Challenges Faced

• Popular education needs to go beyond initial learning stages.

• Sexism is present within popular education that needs to be addressed and overcome.

Paulo Freire's Pedagogy of the Oppressed

The speaker reflects on Paulo Freire's pedagogy of the oppressed, emphasizing his focus on class struggle and representation of marginalized sectors. However, they also point out limitations regarding gender divisions within his work.

Paulo Freire's Perspective

• Emphasis on class struggle and oppression structures.

• Focus on marginalized sectors, particularly popular classes.

• Gender divisions within his work need to be challenged and expanded upon.

Unveiling Colonial Perspectives

The speaker explores Paulo Freire's work from a decolonial perspective, highlighting both useful and less useful elements. They emphasize the importance of continuous questioning and recognition of power structures.

Decolonial Perspective

• Paulo Freire's work needs to be critically examined from a decolonial standpoint.

• Continuous questioning and recognition of power structures are essential.

• Acknowledging the existence of colonial power structures in society.

Gender Divisions and Power Structures

The speaker discusses the persisting gender divisions within power structures. They emphasize that gender should not be limited to a binary understanding but rather recognized as a complex issue within knowledge systems.

Gender Divisions and Power Structures

• Gender divisions within power structures need to be addressed.

• Challenging the binary understanding of gender.

• Recognizing that knowledge systems are influenced by gender and other factors.

Orlando Fals Borda's Legacy

The speaker highlights Orlando Fals Borda's significant contributions to participatory action research. They discuss the importance of incorporating emotions, body, and collective memory into research methodologies.

Orlando Fals Borda's Contributions

• Incorporating emotions, body, and collective memory into research methodologies.

• Recognizing the origins of concepts borrowed from communities.

• Limited engagement with Fals Borda's work in academia.

Education for Life: Pedagogy of Happiness

The speaker introduces the concept of "pedagogy of happiness" as an education for life. They explain how this concept is rooted in ancestral practices and emphasizes living well collectively.

Pedagogy of Happiness

• Education for life based on ancestral practices.

• Emphasizes living well collectively.

• Rooted in the concept of "buen vivir" (good living).

The Importance of Feeling and Thinking

The speaker emphasizes the importance of integrating emotions and body into thinking processes. They discuss how this approach challenges Western perspectives and highlights the need for participatory action research.

Integrating Emotions and Body

• Recognizing the importance of emotions and body in thinking processes.

• Challenging Western perspectives that exclude these aspects.

• Linking this approach to participatory action research.

Transforming Universities and Schools

The speaker raises questions about how universities and schools incorporate participatory action research. They emphasize the need to view it as a methodology for learning, unlearning, and relearning.

Incorporating Participatory Action Research

• Examining how universities and schools integrate participatory action research.

• Viewing it as a methodology for learning, unlearning, and relearning.

• Reflecting on the limited adoption of this approach in educational institutions.

Buen Vivir: Living Well Collectively

The speaker introduces the concept of "buen vivir" (living well) rooted in ancestral practices. They highlight its relevance in challenging current ways of living and emphasizing relationality with nature.

Buen Vivir: Living Well Collectively

• Rooted in ancestral practices.

• Challenges current ways of living.

• Emphasizes relationality with nature and other beings.

Searching for Change through Collective Memory

The speaker discusses the active search for change through collective memory, self-care, and breaking dualistic structures. They highlight its increasing presence in urban spaces across Latin America.

Searching for Change

• Active search for change through collective memory.

• Importance of self-care.

• Breaking dualistic structures.

• Increasing presence in urban spaces across Latin America.

The Concept of "Existir" and the Vision for Change

In this section, the speaker discusses the concept of "existir" as more than just denouncing or acknowledging something. It is seen as a way to guide a process of struggle with a different vision. The focus is on building something different rather than assuming a defensive position.

Existir as a Process of Struggle

• "Existir" goes beyond denouncing or simply acknowledging something.

• It is about guiding a process of struggle with a different vision.

• The goal is to build something different instead of assuming a defensive position.

Constructing Something Different

This section explores the idea of constructing something different rather than being solely defensive in the current moment. It emphasizes the importance of creating spaces of dignity and living in peace and cooperation, rather than individualization and consumerism.

Moving Beyond Defense

• Instead of being solely defensive, it is important to focus on constructing something different.

• Creating spaces of dignity and living in peace are central aspects.

• Cooperation should be emphasized over individualization and consumerism.

Living Differently: Peace, Cooperation, and Humanization

This section highlights the importance of living differently by focusing on peace, cooperation, and humanization. It discusses how society has become more individualistic and disconnected from others, emphasizing the need to restore relationality.

Living in Peace and Cooperation

• Living differently means prioritizing peace and cooperation.

• Society has become more individualistic, with people disconnected from their neighbors.

• Restoring relationality is crucial in both urban and rural contexts.

Memory Retrieval: Oral Tradition and Written Construction

This section explores the challenge of retrieving collective memory in a society heavily influenced by written construction. It discusses the importance of preserving oral traditions and finding ways to write them down for future generations.

Retrieving Collective Memory

• The challenge lies in retrieving collective memory in a society dominated by written construction.

• Oral traditions hold valuable knowledge that needs to be preserved.

• Finding ways to write down these memories is crucial for future generations.

The Power of Voice and Presence

This section emphasizes the power of voice and presence in preserving collective memory. It acknowledges the limitations of written words in capturing the full essence and emotion conveyed through physical presence and spoken word.

The Power of Voice

• Voice and physical presence carry emotional depth that can be lost in written words.

• Preserving collective memory requires capturing this essence.

• Projects involving recording voices can help bridge this gap.

Recollecting Memories: Challenges and Complexities

This section addresses the challenges and complexities involved in recollecting memories, particularly within indigenous communities. It highlights the need for educators to support communities' own processes of memory construction.

Challenges of Recollecting Memories

• Recollecting memories is complex, especially within indigenous communities.

• Educators should support communities' own processes of memory construction.

• Communities facing displacement continue to build their memories despite challenges.

Embracing Our Roots: Knowledge from Within

This section emphasizes embracing our roots as a source of knowledge. It encourages understanding that our experiences and feelings as human beings hold possibilities for building a different society.

Embracing Our Roots

• Our roots hold valuable knowledge and understanding.

• Our experiences and feelings as human beings can shape a different society.

• Building a different society starts from within ourselves.

Documenting Collective Memory: Educators' Role

This section discusses the role of educators in documenting collective memory. It emphasizes the importance of educators and students working together with communities to recollect and preserve memories.

Educators' Role in Documenting Memory

• Educators play a crucial role in documenting collective memory.

• Working together with communities, educators and students can recollect and preserve memories.

• The focus is on supporting communities' own processes of memory construction.

Continuing Memory Construction

This section highlights the ongoing process of memory construction within communities, including those facing displacement. It emphasizes empowering elders and preserving intergenerational knowledge.

Continuing Memory Construction

• Memory construction is an ongoing process within communities.

• Communities facing displacement continue to build their memories.

• Empowering elders and preserving intergenerational knowledge are important aspects.

Challenges, Learnings, and New Perspectives

This section acknowledges the challenges involved in embracing our roots and constructing a different society. It emphasizes the need to unlearn certain perspectives while recognizing that our knowledge lies within us.

Challenges, Learnings, and New Perspectives

• Embracing our roots and constructing a different society come with challenges.

• Unlearning certain perspectives is necessary for new learnings to emerge.

• Our knowledge lies within us as individuals with unique experiences.