(749) CHANGES IN EDUCATIONAL SYSTEMS IN POPULAR EDUCATION: TEACHERS' PERSPECTIVES AT THE SCHOOL OF ECOLOGICAL AGRICULTURE U YITS KA'AN IN YUCATAN, MEXICO

摘要

Upon the social, economic and historical alienation of the minority sectors inside the nation state,there arises the so-called Popular Education as an 'alternative' educational forum directed to groups ofpeasants and natives in rural zones in Mexico with the intention of reaching a quality of life forthemselves. These systems apply organic farming as a strategy to achieve development and socialempowerment of the group through food sovereignty. For that reason, this presentation is about theresearch work developed at the School of Agriculture Ecological U Yits Ka'an in the municipality ofMani in Yucatan State, Mexico. The fundamental purpose of the school is to promote sustainabledevelopment in indigenous rural population of the peninsula, giving priority to traditional culture andecological agriculture. The methodology of the school is based on Freire's popular education andenvironmental education. At the moment, the School has four subheads offices (Peto in the south,Valladolid in the east, San Simon in the west and Hunucma in the north; all located in ruralcommunities), which provide training workshops for peasants promoters and academics aboutecological agriculture, livestock activity, traditional medicine and human social thematic.The research interest stems from the vulnerability context in the agricultural crisis reflected in thechanges in the identities of rural social groups in urban migration and fragmentation Community. Withthese social problems, economic and political context of rural Yucatan, this school is to be analternative for students to integrate into their communities as active persons in terms of its social,environmental, economic and political terms.To carry out these objectives of the school, teachers play a critical role in the educational training.They are responsible for conducting training activities that promote environmental education and'dialogue of knowledges' with students. I would like to show, what perspective teachers have of theschool in its position within the State (political terms).Additionally, the educational model is questioned in its position within the nation state:- How is the school positioned in its educational model within the nation state?- What are the new demands and challenges of the school within the nation state?The interest in interviewing teachers is based on their role with the students and to understand theenvironmental, social and economic limitations in the rural communities. In short, the teacher is awareof local issues and they are the representatives of the school within the community. For this reason,their perspective is essential in school decisions. Therefore, this presentation hopes to give us howmanifested the power relations between the one 'alternative' school and the nation state.