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1. Baronnet, Bruno. Autonom?a y educaci?n ind?gena : las escuelas zapatistas de las ca?adas de la selva Lacandona de Chiapas, M?xico : Autonomy and Indigenous Education : The Zapatista Schools in Las Ca?adas of The Lacandon Forest in Chiapas (Mexico).

Degree: Docteur es, Sociologie, 2009, Université Sorbonne Nouvelle – Paris III

A partir des pratiques ?ducatives des paysans zapatistes du Chiapas, l?autonomie se conceptualise comme la construction collective d?un projet des peuples indiens dans un champ de domination et de r?sistance sociale. Au c?ur de la dispute avec l?Etat nation, le contr?le des communaut?s sur les ?ducateurs qu?elles d?signent et ?valuent est mis en perspective avec d?autres contextes, discours et actions d?organisations politiques autochtones en Am?rique latine. Avant 1994, des programmes indiens d??ducation, d?abord clandestins, comme dans le Quich? guat?malt?que et le Cauca colombien, constituent des ant?c?dents ? l?exp?rience zapatiste d?autonomie radicale. En tant que politiques endog?nes, sui generis, et historiquement situ?s dans des territoires ou des refuges multiculturels, ils remettent en question la capacit? et la l?gitimit? de l?Etat nation dans la gestion administrative et p?dagogique des ?coles. Avec l?autorit? de l?assembl?e des familles et de nouvelles charges communautaires [notamment les ? promoteurs d??ducation ?], les relations de pouvoir et les positions d?interm?diation sociale se reconfigurent entre les acteurs de l?Etat et des territoires rebelles. La participation active des militants Tzeltal contribue ? l?appropriation sociale de l??cole, en ?tant un frein ? la diff?renciation sociale et ? l?assimilation culturelle. Elle est un moteur de la dignit? et de la l?gitimit? de g?rer l?espace et le temps scolaire, mais aussi les m?thodes et les contenus. Les changements li?s ? l?autonomie bousculent ainsi les continuit?s de l?organisation de l??cole, du r?le politique et du travail des enseignants, et des choix p?dagogiques pertinents du point de vue des Indiens zapatistes.

Based on the educational practices of the Zapatista peasants of Chiapas, autonomy is conceptualized as the collective construction of a project of Indian peoples in a field of domination and social resistance. At the center of the dispute with the nation state, control over educators by the communities who designate and evaluate them is put into perspective with other contexts, discourses and actions of indigenous political organizations in Latin America. Before 1994, Indian education programs, primarily clandestine, as in the Quich? [Guatemala] and Cauca [Colombia], were antecedents to the Zapatista experience of radical autonomy. As endogenous policies, sui generis, and historically located in multicultural territories or refuges, they call into question the capacity and legitimacy of the nation state in the administrative and pedagogical management of schools. With the authority of the assembly of families and of new communitarian roles! [including the ?promoters of education?], the power relations and the social positions of intermediation are being reconfigured between State actors and rebel territories. The active participation of Tzeltal activists contributes to the social appropriation of the school, thus becoming a barrier against social differentiation and cultural assimilation. This participation is an engine for…

Advisors/Committee Members: Gros, Christian (thesis director).

Subjects/Keywords: Sociologie de l??ducation; Enseignants; Chiapas [Mexique]; Tzeltal [Indiens]; Am?rique Latine; Sociology of education; Teachers; Chiapas [Mexico]; Tzeltal [Indigenous]; Latin America

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Baronnet, B. (2009). Autonom?a y educaci?n ind?gena : las escuelas zapatistas de las ca?adas de la selva Lacandona de Chiapas, M?xico : Autonomy and Indigenous Education : The Zapatista Schools in Las Ca?adas of The Lacandon Forest in Chiapas (Mexico). (Doctoral Dissertation). Université Sorbonne Nouvelle – Paris III. Retrieved from http://www.theses.fr/2009PA030087

Chicago Manual of Style (16th Edition):

Baronnet, Bruno. “Autonom?a y educaci?n ind?gena : las escuelas zapatistas de las ca?adas de la selva Lacandona de Chiapas, M?xico : Autonomy and Indigenous Education : The Zapatista Schools in Las Ca?adas of The Lacandon Forest in Chiapas (Mexico).” 2009. Doctoral Dissertation, Université Sorbonne Nouvelle – Paris III. Accessed April 23, 2019. http://www.theses.fr/2009PA030087.

MLA Handbook (7th Edition):

Baronnet, Bruno. “Autonom?a y educaci?n ind?gena : las escuelas zapatistas de las ca?adas de la selva Lacandona de Chiapas, M?xico : Autonomy and Indigenous Education : The Zapatista Schools in Las Ca?adas of The Lacandon Forest in Chiapas (Mexico).” 2009. Web. 23 Apr 2019.

Vancouver:

Baronnet B. Autonom?a y educaci?n ind?gena : las escuelas zapatistas de las ca?adas de la selva Lacandona de Chiapas, M?xico : Autonomy and Indigenous Education : The Zapatista Schools in Las Ca?adas of The Lacandon Forest in Chiapas (Mexico). [Internet] [Doctoral dissertation]. Université Sorbonne Nouvelle – Paris III; 2009. [cited 2019 Apr 23]. Available from: http://www.theses.fr/2009PA030087.

Council of Science Editors:

Baronnet B. Autonom?a y educaci?n ind?gena : las escuelas zapatistas de las ca?adas de la selva Lacandona de Chiapas, M?xico : Autonomy and Indigenous Education : The Zapatista Schools in Las Ca?adas of The Lacandon Forest in Chiapas (Mexico). [Doctoral Dissertation]. Université Sorbonne Nouvelle – Paris III; 2009. Available from: http://www.theses.fr/2009PA030087

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