Intercultural education and Locus of Enunciation: Inspired in an educational experience in Mexico

Abstract

This paper addresses a political and educational experience that took place in Mexico and corresponds to reflections on some emerging questions of indigenous teacher training processes. These processes suggest correlations of critical interculturality with the good living, decoloniality of knowledge and power, and epistemic policies. This experience is present in the ongoing research project Milpas Educativas: Laboratorios socionaturales vivos para el buen vivir. This project is led by the members of Red de Educación Inductiva Intercultural (REDIIN), part of the Centro de Investigaciones y Estudios Superiores en Antropología Social (CIESAS) and of Universidad Iberoamericana (UIA), with the Unión de los Maestros para una Nueva Educación en México (UNEM/EI). It seeks to analyze how some studies in the field of intercultural education have circulated, which has created meanings noted in those training spaces, particularly in the research project. Its methodology is based on a locus of enunciation perspective to explain an analytical approximation coupled with the intercultural inductive method and decolonial thinking conceptions and to understand how the critical interculturality have reverberated in three meetings considering five Mexican states in 2017, namely, Chiapas, Yucatán, Puebla, Oaxaca e Mochoacán. The study conducted suggests the repercussions were led to a training process aiming to understand different aspects that characterize interculturality and present clues in this creation of counter-hegemonic thinking and practices. The study also points to the openness of new learning horizons and a possible elaboration of the proposal we have called Resistance Policy.