Lev M. Velázquez Barriga
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to construction From a new Mexican school (NEM), where the professional autonomy of teachers and the community as a central agent of learning are part of their fundamental axes, it has several edges. Within the residual margins of bureaucratism, there are schools that continue to wait monthly orientations from the institutional verticality to meet in the school technical advice, and only then, to draw their educational trajectories according to national indications; In this sense, there are managers by dictating orders for the filling of planning formats and complying with foot together with the impossible development of dozens of projects, as if they were forced goals in textbooks.
A little more towards the edges, the personification of the NEM in prominence and personalisms of certain actors, is a misrepresentation encouraged by a teaching that longs for hopeful changes, but that does not end up assuming the asset of its autonomy and seeks answers outside the communities or, in the spaces of academic discussion, without going to the pedagogical and popular mobilization of their communities.
Among the edges and outside the borders of the NEM there are other experiences that are resigning the institutional proposal, mobilizing towards critical, popular pedagogies and their own education; The latter rooted in the diversity of worldviews originating in our country. An example is the one that is promoted from the multiverse collective of communality, initially made up of managers, supervisors and teaching chiefs, many of them from the Purépecha region, who saw in autonomy an open window to build communities of dialogue.
The articulating space to dialogue, propose and make transformative practices in community, is the pedagogical fire. This is not a coincidence or occurrence, as children of fire or people of fire Kurhíkuaueri
element related to the spirit and indigenous thought, the fire in Michoacán has been the place for communal organization, the defense of the territory and cultural and identity resistance; Let’s keep in mind the construction of autonomous governments, such is the case of Cherán, which emerged from fires as a basic nucleus of the popular articulation.
The pedagogical festival of fire is a possibility to build the common, the project not only school but of communal life, horizontally and from the assembly; This means that everyone’s voices are shared without hierarchy relationships: academic knowledge, popular knowledge and experiences intersect to problematize the territory. All are invited to the town table, but there are no special reserved or tables of the presidium.
Now, the fire as geopedagogy should not be referred to the effort to contextualize the educational considering the photographic characteristics of the environment; The territory is not a natural landscape that is contemplated without understanding its contradictions, but the living, cultural, economic, political, linguistic geographical habitat, of the worldviews and knowledge of the Earth, where neocolonial relations are also tightened; the struggle for life against agribusiness, mining and criminal violence; the dispute for the leading participation of the people in the decisions of the community in front of other institutions; Defense for identity and ways to build knowledge.
The fogoneros of communality have concluded that the school is not the only place where learning emerges or the teacher is the only one who can contribute experiences to generate them; You learn from the party, the plot, the assembly, the house, the clinic, the church, the lake, the river or the plateau, as well as the peasant, the healing grandmothers or the artisans; But where do the actors of these places of learning come together to build the common? The pedagogical fire has been that possibility, the beginning of a dialogue that is not in a hurry, which does not occur once and for all, is hardly the instituting principle of a type of education forged with the voice of the people.
At the edges, inside and outside the NEM, multiplicity of groups that are occasionally found and others do not even exchange words. For sample button, Michoacán; At least they inhabit, without any dialogue, five alternative projects ranging from the referee’s referee of communality, the Indigenous Education Pepomich, the TEC Network, the Popular School Carrillo Puerto de Morelia to the historic PDECEM of the CNTE. The articulation of a pedagogical movement of popular, critical and communal education is another possibility to recognize each other in the cartography of counterhegemonic experiences; But, above all, to advance a national project that claims curricular deneoliberalization, epistemological decolonization Our American and anti -fascist education, three veins for the contemporary educational debate in Mexico.
