Etnobotánica, modernidad y pedagogía crítica del lugar

Translated title of the contribution: Ethnobotany, modernity, and a critical pedagogy of place

Alberto - Arenas, Carlos del Cairo

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This article explores one of the most complex challenges currently faced by modern schools: The articulation of non-merchandized grassroots knowledge with conventional school curricula. Using the field of ethnobotany as a point of focus, we explain how historically, the modern school has marginalized local knowledge and experiences by emphasizing the rational individual as the basic unit of society, stimulating anthropocentrism, supporting the fragmentation of knowledge, and promoting universal standards and credentialism in the creation of one kind of school. To transcend the monopolistic, exclusionary character of the modern school, we propose a dialogue of knowings between positivist epistemology and alternative forms of knowing. This analysis leads us to conclude that the pluralization of knowings starts with a respectful dialogue in which a parallelism is established between different epistemologies, and the other is viewed as an equal, contingent but valid. Once dialogue is established, the parallelism may remain or it could result in the creation of a syncretic epistemology in which dissimilar traditions of thought fuse to create new forms of knowledge. This dialogue of knowings is opposed to an epistemological nihilism that negatesany possibility for fertile dialogue between scientific knowledge and other forms of knowledge. Regarding the concrete manifestation of this dialog of knowings in schools, we propose a critical pedagogy of place with three axes: cultural decolonization, learning from place, and productive education. A plural school that respectfully recognizes the diversity of knowings that emerges from local and marginalized communities and that articulates them with the development of scientific knowledge could constitute an ideal setting for awakening and channeling the ethical attitudes and corresponding behaviors of students as they face the environmental crisis.

Original languageSpanish
Pages (from-to)69-83
Number of pages15
JournalUtopia y Praxis Latinoamericana
Volume14
Issue number44
StatePublished - Mar 2009

Fingerprint

modernity
dialogue
school
epistemology
anthropocentrism
nihilism
decolonization
Modernity
Ethnobotany
Critical Pedagogy
pluralism
fragmentation
knowledge
curriculum
Epistemology
learning
community
education
experience
student

Keywords

  • Critical pedagogy
  • Cultural decolonization
  • Ethnobotany
  • Grassroots knowledge
  • Modernity

ASJC Scopus subject areas

  • Sociology and Political Science
  • Political Science and International Relations
  • History and Philosophy of Science
  • Philosophy

Cite this

Etnobotánica, modernidad y pedagogía crítica del lugar. / Arenas, Alberto -; del Cairo, Carlos.

In: Utopia y Praxis Latinoamericana, Vol. 14, No. 44, 03.2009, p. 69-83.

Research output: Contribution to journalArticle

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