Pedagogies for peace, the relevance of the gender approach and the intersectionality
The objective of this article is to research some developments in pedagogies for peace and their joint with theories that challenge patriarchy. Its originality lies on connecting the dissertation of pedagogies for peace, the relevance of the gender approach and intersectionality that impels the limi...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_7002
- Fecha de publicación:
- 2020
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/14915
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11918
https://repositorio.uptc.edu.co/handle/001/14915
- Palabra clave:
- pedagogies for peace
gender
intersectionality
Colombia
pedagogías para la paz
género
interseccionalidad
Colombia
pedagogias para a paz
gênero
interseccionalidade
Colômbia
- Rights
- License
- Copyright (c) 2020 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION
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Pedagogies for peace, the relevance of the gender approach and the intersectionality |
| dc.title.es-ES.fl_str_mv |
Pedagogías para la paz, la relevancia de la perspectiva de géneros y la interseccionalidad |
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Pedagogias para a paz, a relevância da perspectiva de gêneros e a interseccionalidade |
| title |
Pedagogies for peace, the relevance of the gender approach and the intersectionality |
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Pedagogies for peace, the relevance of the gender approach and the intersectionality pedagogies for peace gender intersectionality Colombia pedagogías para la paz género interseccionalidad Colombia pedagogias para a paz gênero interseccionalidade Colômbia |
| title_short |
Pedagogies for peace, the relevance of the gender approach and the intersectionality |
| title_full |
Pedagogies for peace, the relevance of the gender approach and the intersectionality |
| title_fullStr |
Pedagogies for peace, the relevance of the gender approach and the intersectionality |
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Pedagogies for peace, the relevance of the gender approach and the intersectionality |
| title_sort |
Pedagogies for peace, the relevance of the gender approach and the intersectionality |
| dc.subject.en-US.fl_str_mv |
pedagogies for peace gender intersectionality Colombia |
| topic |
pedagogies for peace gender intersectionality Colombia pedagogías para la paz género interseccionalidad Colombia pedagogias para a paz gênero interseccionalidade Colômbia |
| dc.subject.es-ES.fl_str_mv |
pedagogías para la paz género interseccionalidad Colombia |
| dc.subject.pt-BR.fl_str_mv |
pedagogias para a paz gênero interseccionalidade Colômbia |
| description |
The objective of this article is to research some developments in pedagogies for peace and their joint with theories that challenge patriarchy. Its originality lies on connecting the dissertation of pedagogies for peace, the relevance of the gender approach and intersectionality that impels the limits of exclusive epistemologies to be overflowed, to move towards alternative proposals. The qualitative-interpretative method helps the use of documentary analysis strategies to analyze the theories that contribute with other assumptions to highlight the diversity of human beings and to denounce the multiple oppressions that different community spaces are subjected for different reasons, which lead to trying to justify their exclusion from public and decision-making spaces, and in several countries even to their physical removal, which violates their human rights. This dynamic of theoretical exploration allows us to conclude that approaching pedagogies for peace is a permanent exercise that involves both educational curriculum and actions of our daily life, a task that requires a joint effort from the whole of Colombian society for the consolidation of a stable and lasting peace. |
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2020 |
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2024-07-05T19:15:12Z |
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2024-07-05T19:15:12Z |
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2020-10-15 |
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https://repositorio.uptc.edu.co/handle/001/14915 |
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https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11918/10433 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11918/10407 |
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Copyright (c) 2020 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
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Revista Historia de la Educación Latinoamericana; Vol. 22 No. 35 (2020): Maria Elena Moyano |
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Revista Historia de la Educación Latinoamericana; Vol. 22 Núm. 35 (2020): Maria Elena Moyano |
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2020-10-152024-07-05T19:15:12Z2024-07-05T19:15:12Zhttps://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/1191810.19053/01227238.11918https://repositorio.uptc.edu.co/handle/001/14915The objective of this article is to research some developments in pedagogies for peace and their joint with theories that challenge patriarchy. Its originality lies on connecting the dissertation of pedagogies for peace, the relevance of the gender approach and intersectionality that impels the limits of exclusive epistemologies to be overflowed, to move towards alternative proposals. The qualitative-interpretative method helps the use of documentary analysis strategies to analyze the theories that contribute with other assumptions to highlight the diversity of human beings and to denounce the multiple oppressions that different community spaces are subjected for different reasons, which lead to trying to justify their exclusion from public and decision-making spaces, and in several countries even to their physical removal, which violates their human rights. This dynamic of theoretical exploration allows us to conclude that approaching pedagogies for peace is a permanent exercise that involves both educational curriculum and actions of our daily life, a task that requires a joint effort from the whole of Colombian society for the consolidation of a stable and lasting peace.El objetivo de este artículo es indagar algunos desarrollos de las pedagogías para la paz y su articulación con teorías que impugnan al patriarcado. Su originalidad radica en conectar la disertación sobre las pedagogías para la paz, la relevancia de la perspectiva de géneros y la interseccionalidad, e impele a que se desborden los límites de epistemologías excluyentes, para avanzar hacia propuestas alternativas. El método cualitativo-interpretativo facilita emplear estrategiasde análisis documental para examinar teorías que contribuyen, con otros presupuestos, a evidenciar la diversidad de los seres humanos y a denunciar las múltiples opresiones de las que son objeto sectores de la población por distintas causas que pretenden justificar su exclusión de los espacios públicos y decisorios, lo que viola sus derechos humanos, y en varios países, lleva incluso, a su eliminación física. Esta dinámica de exploración teórica permite concluir que, aproximarse a las pedagogías para la paz, es un ejercicio permanente que involucra tanto a los currículos educativos como a las acciones de la vida cotidiana, quehacer que exige un esfuerzo mancomunado de la sociedad colombiana para la consolidación de una paz estable y duradera.O objetivo deste artigo é indagar alguns desenvolvimentos das pedagogias para a paz e sua articulação com teorias que impugnam o patriarcado. Sua originalidade radica em conectar a dissertação sobre as pedagogias para a paz, a relevância da perspectiva de gêneros e a interseccionalidade e impede a que ultrapassem os limites de epistemologias excludentes, para avançar para propostas alternativas. O método qualitativo-interpretativo facilita empregar estratégias de análise documental para examinar teorias que contribuem com outros pressupostos para evidenciar a diversidade dos seres humanos e a denunciar as múltiplas opressões de que são objeto setores da população por diferentes causas, que levam a propor a justificativa de sua exclusão dos espaços públicos e decisórios, e em vários países, incluída a sua eliminação física, o que viola seus direitos humanos. Esta dinâmica de exploração teórica permite concluir que aproximar-se das pedagogias para a paz é um exercício permanente que envolve tanto os currículos educativos como as ações da vida cotidiana, uma ação que exige um esforço mancomunado do conjunto da sociedade colombiana para a consolidação de uma paz estável e duradoura.application/pdftext/htmlspaspaSociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11918/10433https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11918/10407Copyright (c) 2020 JOURNAL HISTORY OF LATIN AMERICAN EDUCATIONhttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf503http://purl.org/coar/access_right/c_abf2Revista Historia de la Educación Latinoamericana; Vol. 22 No. 35 (2020): Maria Elena MoyanoRevista Historia de la Educación Latinoamericana; Vol. 22 Núm. 35 (2020): Maria Elena Moyano2256-52480122-7238pedagogies for peacegenderintersectionalityColombiapedagogías para la pazgénerointerseccionalidadColombiapedagogias para a pazgênerointerseccionalidadeColômbiaPedagogies for peace, the relevance of the gender approach and the intersectionalityPedagogías para la paz, la relevancia de la perspectiva de géneros y la interseccionalidadPedagogias para a paz, a relevância da perspectiva de gêneros e a interseccionalidadeinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_7002http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a586http://purl.org/coar/version/c_970fb48d4fbd8a85Amézquita Aguirre, LuisaTrimiño Velásquez, Celina001/14915oai:repositorio.uptc.edu.co:001/149152025-07-18 12:01:01.752https://creativecommons.org/licenses/by-nc-nd/4.0/metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |