Body, territory and teaching: the case of a rural elementary school in Mexico City (Original).

Abstract

This paper presents the systematization of a feminist Participatory Action Research experience carried out within the framework of the university extension project "Flower our school on its land" that takes place in public primary schools located in rural territory and conservation land in the south west. From Mexico City. Specifically, the process of designing and implementing a workshop addressed to the teaching group of the "Catalina Cardona Nava" elementary school located in the town of San Nicolás Totolapan is addressed. This workshop had the purpose of building a space for reflection, within the framework of a proposal to raise awareness about the importance of a fair and situated gendered education, around the labor and educational effects generated by the gender, race and class prescriptions derived from of a certain hegemonic identity referent that defines the curriculum and the teaching practice of Mexican basic education. It was designed jointly with students of Pedagogy through a methodology called "Learning Progressions". Given the heterogeneous composition of the teaching community and their conception of the educational center in which they work as a "school of passage", there is the relevance of promoting processes through which the teachers who work in these territories are conceived as subjects of the right to care, given the relevance of its role in the construction of socio-ecological and educational justice, and underscores the relevance of promoting comprehensive university education