El conocimiento indígena como parte de una pedagogía crítica contra la precariedad en la Salud y Educación Física en Aotearoa Nueva Zelandia
DOI:
https://doi.org/10.5007/2175-8042.2023.e95537Palabras clave:
Pedagogía crítica, Precariedad, Conocimiento indígenaResumen
La pedagogía crítica es un abordaje dinámico y transformador de la educación que debe continuar a adaptándose a los contextos sociales e históricos en rápida transformación donde la educación está situada. En este artículo defendemos que prácticas pedagógicas basadas en saberes y principios indígenas posibilitan una pedagógica crítica para la Salud y Educación Física que cuestione los efectos de la precariedad. Con base específicamente en el contexto de Aotearoa Nueva Zelandia, describimos los principios de Kaupapa M?ori, una perspectiva indígena que expresa las aspiraciones M?ori y sus valores. Argumentamos que las prácticas de salud y Educación Física sustentadas por Kaupapa M?ori tienen el potencial de reducir la rabia, la ansiedad y la alienación por medio del fortalecimiento de conexiones entre los alumnos y profesores, con la tierra y con identidades emergentes.
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