Liberating education to address the socioecological crisis: contributions and challenges
DOI:
https://doi.org/10.31391/S2007-7033(2024)0063-005Abstract
This article is the result of an educational project developed in collaboration with teachers from indigenous primary schools in the state of Veracruz to promote an ecofeminist approach to the socioecological crisis. The objective is to present an analysis analysis of the contributions and challenges regarding the use of Freire's thought to critically situate the socio-ecological problems of the indigenous communities in which the schools are located and promote a revaluation of the local knowledge that contributes to the care of the environment. I began a participatory qualitative methodology with a case study approach. I used interviews, informal conversations, participant observation, and field diaries to build the empirical material. The results, analyzed through a systematization (Jara, 2015) and an emphatic interpretation (Willig, 2014), are presented in two axes: Freire's contributions to an education with that proposes to be ecofeminist in the face of the socioecological crisis, and the challenges in the dimension of actual teaching that result from said project.
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