Educación comunitaria en claves Chuj y Tojolabal. Procesos decoloniales desde el sur mexicano

Abstract

This article addresses the experience of education as a transformative process and ontological and epistemic rupture from the cultural knowledge and everyday life of the subjects, identifying ethical and moral references of the education of contemporary indigenous peoples, particularly the Tojolabal and Chuj Mayan peoples. in Chiapas territory, as a commitment to the decoloniality of educational models and practices. It lays the foundations for the identification of educational principles with linguistic and cultural relevance that reveal elements that challenge the current conditions in which official education is established. The study is based on qualitative methodology with field work seasons in rural locations and semi-structured interviews with interlocutors that made their own constructs visible, from which they live their daily lives. The analysis was carried out through critical hermeneutics, allowing ontological and epistemic principles to be recognized in educational terms of both peoples.