An education towards transformation from the postulates of Freire and the Epistemologies of the South

Abstract

Some reflections are presented on the challenges of the educational policy of the New Mexican School in the field of teaching practices, as an imperative for the transformation of the ways of thinking and acting of the new generations of Mexicans. The contributions of Freire's thought are recovered, in relation to how to promote Popular Education based on the demands and needs of the different socio-educational contexts, thinking about what is happening to the world, to visualize new ways of teaching how to learn, such as path that leads to social awareness, which implies a process of methodological change, which promotes the recovery of the community, school and classroom context, such as vital learning scenarios, in which all its actors are involved in the innovative and creative solution to various problems. That is why the purpose of this essay is to delve into the conceptual richness of Southern Epistemologies and explore its intrinsic relevance in teaching practice. In a world where the dominant narratives have historically been monopolized by Eurocentric paradigms, these epistemologies emerge as a counterweight, challenging the hegemonic epistemic structures that perpetuate inequalities and exclusions and considering these references as the path from which knowledge is generated, in the face of social conditions and economics in which they are immersed, from which Popular Education is explained and with it the possibilities it gives to subjects to be able to recognize them, question them and thereby transform them.

Keywords:

New Mexican School, educational policies, Freire's Postulates.