CULTURAL TRANSLATION BEYOND AN INTERDISCIPLINARY EXIT, A MEETING OF KNOWLEDGE

2021 ◽  
Author(s):  
Ana Hernández Espino ◽  
Keyword(s):  
Latin American ◽  
Popular Education ◽  
Educational Policies ◽  
Cultural Translation ◽  
Historical Evolution ◽  
Educational Framework ◽  
Popular Knowledge ◽  
Neoliberal Policies ◽  
Intercultural Conflicts ◽  
Different Cultures

In a context of intercultural conflicts, of exclusive educational policies, it is necessary to create inclusive perspectives, enabling coexistence between different cultures. A Latin American educational framework rooted in neoliberal policies restricts creative gazes. Two doctoral researches carried out with a perspective of Popular Education, one in Mexico, Costa Rica, Argentina and Uruguay and another on a specific experience in Uruguay show the potential of the emancipatory component. His socio-historical analyzes link the educational proposals with the historical evolution of their problems in relation to their contexts. Cultural translation is presented as one of the potentialities, where weighted popular knowledge is rescued by groups. Some socio-community referents have skills to know, understand and translate the demands. A training obtained from the analysis of the experience and knowledge of the groups stimulates decolonization processes.

Intercultural Dialogue via Music: Translating the Beatles’ Legacy into Contemporary Pop Culture

2021 ◽  
Vol 9 (1) ◽  
pp. 101-126
Author(s):  
Kathrin Engelskircher
Keyword(s):  
Pop Culture ◽  
Intercultural Dialogue ◽  
Cultural Translation ◽  
Research Projects ◽  
Per Se ◽  
Globalized World ◽  
Different Cultures ◽  
Emotional Level ◽  
Discrete Type

Abstract Cultural translation phenomena are per se an intercultural product. Exchange and interaction take place every day in our globalized world. Especially with respect to music, a translational perspective can broaden the horizon of research projects in a very fruitful way. Music always combines elements from different cultures, periods and styles and can, in that way, serve as a medium of intercultural dialogue, which affects the participants of the dialogue not only on a rational, but also on an emotional level – and helps to cross borders and build bridges between different cultures. In my analysis, I take a look at the legacy of the Beatles and how it is performatively unfolded by the Spanish-Chilean band the Recalls, based in Germany. Different cultures intermingle in such appropriation and show a joyful (postmodern) handling to create a very special, discrete type of music and self-staging. Thus, music as a product of intercultural dialogue can become a chance for a successful interaction between different cultures.

Interpersonal Trust in the Multicultural Classroom

2021 ◽  
pp. 71-81
Author(s):  
В.И. Казаренков ◽  
В. Бовэнь
Keyword(s):  
Intercultural Communication ◽  
Latin American ◽  
Foreign Students ◽  
Cultural Psychology ◽  
Interpersonal Interaction ◽  
Cultural Groups ◽  
Theoretical Concepts ◽  
Multicultural Classroom ◽  
Interethnic Interaction ◽  
Different Cultures

В статье раскрыты целесообразность и прогностическая ценность изучения проблемы доверия в межкультурном взаимодействии. На основе анализа теоретических концепций обосновывается, что уровень выраженности доверия к представителям иных культурных групп выступает предиктором социально-перцептивных процессов в общении и опосредует выбор субъектом соответствующей стратегии межличностного взаимодействия в процессах межкультурной коммуникации. Представлены результаты эмпирического исследования, в котором выявляется содержание критериев доверия и недоверия студентов китайской, африканской и латиноамериканской общностей к сверстникам — представителям иных культурных групп. Эмпирически подтверждается предположение о существовании связей между доверием, недоверием и стратегиями взаимодействия иностранных студентов со сверстниками — представителями других культур. Анализируются обнаруженные корреляционные взаимосвязи между содержательными критериями доверия (недоверия) и манипулятивной, альтероцентрической, конформной, диалогической, индифферентной, авторитарной стратегиями интеракций во взаимоотношениях студентов с ровесниками — представителями других культурных групп. Полученные результаты косвенно свидетельствуют о том, что механизмы аттракции, выражающиеся в приязни, симпатии, дружелюбии, а также механизмы идентификации и рефлексии выступают в качестве предикторов отношений иностранных студентов к представителям иных культур, помогают преодолевать межгрупповые предубеждения и служат профилактикой манипулирования друг другом. Результаты исследования углубляют научные представления о проблеме доверия — недоверия в межэтнических отношениях, представляют практическую ценность для социальных психологов, специалистов в области кросс-культурной психологии при разработке профилактических и коррекционных мероприятий, направленных на повышение эффективности и коммуникативной культуры взаимодействия представителей разных социальных общностей. The article focuses on the feasibility and prognostic value of the investigation of interpersonal interaction. The analysis of theoretical concepts enables the authors to prove that the level of trust between people from different cultural groups can function as a predictor of social perception and can influence people’s choice of strategies of interpersonal interaction in situations of intercultural communication. The article presents the results of empirical research aimed at the investigation of criteria of trust and mistrust between students of Chinese, African and Latin-American communities and their peers belonging to other cultural groups. The empirical study proves that there is a correlation between trust, mistrust and the strategies of interaction foreign students use when communicating with their peers from different cultures. The article analyses the correlation between the criteria of trust (mistrust) and manipulative, alterocentric, conformal, dialogical, indifferent, and authoritarian interaction strategies employed by students for intercultural communication with their peers. The results indirectly demonstrate that the mechanisms of attraction expressed through friendliness, empathy and affection, as well as the mechanisms of identification and reflection serve as predictors of foreign students’ attitude to representatives of other cultures, help to overcome prejudices in intercultural communication, help to prevent interpersonal manipulation. The results of the research extend scholarly understanding of the issue of trust and mistrust in interethnic interaction and have a high practical value for social psychologists, specialists in the sphere of cross-cultural psychology, for specialists developing preventive and corrective measures aimed at the enhancement of the efficiency of interpersonal interaction between representatives of different social groups.

scholarly journals Pedagogias do Sul e subjetivação política: Os Bachilleratos Populares na Argentina como parte dos “movimentos pedagógicos latino-americanos"

2018 ◽  
Vol 26 ◽  
pp. 86
Author(s):  
Shirly Said
Keyword(s):  
High Schools ◽  
Young People ◽  
Latin American ◽  
Popular Education ◽  
Pedagogical Knowledge ◽  
Education For All ◽  
Right To Education ◽  
Significant Expression ◽  
The Right ◽  
Social Sectors

In this article we recover the perspective of the sociology of emergencies and link the proposal of decolonial thinking with critical Latin American pedagogies. With this conceptual framework, and going through different conceptions of political subjectivation, we propose to approach the experience of People´s High Schools for Young People and Adults in Argentina (BPJA, for its acronym in Spanish) as part of the Latin American pedagogical movements oriented to the critical reconstruction of pedagogical knowledge. The BPJA are high schools for young people and adults that work in a self-managed way within the framework of territorial organizations and recovered factories, and carry out a political-pedagogical project linked to popular education with an emancipatory horizon. They demand that the State guarantees the right to education for all social sectors, while defending the political and pedagogical autonomy of their curriculum. Within the new social, political and -therefore- pedagogical ways of construction of various Latin American social movements, we propose that the BPJA are a significant expression of the gestation of emerging alternatives, which with great creative and self-reflective potential have managed to stress certain traditional forms of education, orienting themselves to the formation of political and critical subjects, and transforming themselves into collective pedagogical subjects.

scholarly journals A educação ambiental popular: contribuições em práticas sociais

2018 ◽  
Vol 2 (1) ◽  
pp. 60
Author(s):  
Tiago Zanquêta de Souza
Keyword(s):  
Environmental Education ◽  
Latin American ◽  
Social Practice ◽  
Popular Education ◽  
Social Practices ◽  
American People ◽  
Critical Perspective ◽  
Daily Lives ◽  
Educational Praxis ◽  
Sobre Todo

ResumoEste artigo tem como objetivo apresentar uma reflexão em torno da educação ambiental popular, a partir de uma perspectiva histórica e crítica, como uma corrente teórica que pode orientar diferentes práticas sociais, escolares ou não, à elaboração de uma práxis educativa que prime pela libertação de mulheres e homens, pela construção de sua emancipação e, acima de tudo, pela transformação da realidade injusta, opressora e excludente tão presente na cotidianidade do povo latino-americano. Para isso, parto de um breve estudo em torno da origem da educação ambiental popular, a fim de evidenciar as convergências históricas entre a educação ambiental e a educação popular, para em seguida, refletir em torno da macrotendência da educação ambiental crítica.Palavras-chave: Prática Social. Educação Ambiental Crítica. Educação Popular.Popular environmental education: contributions in social practicesAbstractThe objective of this article is to present a reflection on popular environmental education, from a historical and critical perspective, as a theoretical current that can guide different social practices, school or not, to the elaboration of an educational praxis that emphasizes the liberation of women and men, for the construction of their emancipation and, above all, for the transformation of the unjust, oppressive and exclusive reality so present in the daily lives of the Latin American people. For this, a brief study is presented on the origin of popular environmental education, with the aim of highlighting the historical relations between environmental education and popular education. Then, reflections on the macro-trends of critical environmental education are presented.Keywords: Social Practice. Critical Environmental Education. Popular Education.La educación ambiental popular: contribuciones en prácticas socialesResumenEste artículo tiene como objetivo presentar una reflexión en torno a la educación ambiental popular, desde una perspectiva histórica y crítica, como una corriente teórica que puede orientar diferentes prácticas sociales, escolares o no, a la elaboración de una praxis educativa que prima por la liberación de mujeres y hombres, por la construcción de su emancipación y, sobre todo, por la transformación de la realidad injusta, opresora y excluyente tan presente en la cotidianidad del pueblo latinoamericano. Para ello, parto de un breve estudio en torno al origen de la educación ambiental popular, a fin de evidenciar las convergencias históricas entre la educación ambiental y la educación popular, para luego reflexionar en torno a la macro tendencia de la educación ambiental crítica.Palabras clave: Práctica Social. Educación Ambiental Crítica. Educación Popular.

scholarly journals Por uma pedagogia decolonial na América Latina: Convergências entre a educação popular e a investigação-ação participativa

2018 ◽  
Vol 26 ◽  
pp. 84
Author(s):  
João Colares da Mota Neto
Keyword(s):  
Latin America ◽  
Action Research ◽  
Participatory Action Research ◽  
Latin American ◽  
Social Scientist ◽  
Popular Education ◽  
Paulo Freire ◽  
Participatory Action ◽  
America Latina ◽  
Decolonial Pedagogy

The article analyzes possibilities of convergence between popular education and participatory action research, taking as a reference the thought of the Brazilian pedagogue Paulo Freire and the Colombian social scientist Orlando Fals Borda. In particular, it examines these convergences in order to identify elements for the constitution of a decolonial pedagogy in Latin America. It is a research inserted in the field of the comparative history of Latin American social thought, using as primary sources several works of Paulo Freire and Orlando Fals Borda. The article defends the argument that the convergence between popular education and participatory action research is one of the most fruitful, creative and instigating intellectual contributions ever produced in Latin America, capable of pointing to a decolonial pedagogy that confronts intellectual colonialism, Pedagogical traditionalism and the authoritarianism of modern-colonial science. 

scholarly journals DESOCIDENTALIZAR O CRISTIANISMO

2014 ◽  
Vol 40 (110) ◽  
pp. 9
Author(s):  
Víctor Codina
Keyword(s):  
Latin American ◽  
Western Culture ◽  
Image Of God ◽  
Local Churches ◽  
Second Vatican Council ◽  
Negative Effects ◽  
Christian Life ◽  
Vatican Council ◽  
Different Cultures ◽  
The Church

Em toda a Igreja surgem vozes pedindo que o cristianismo não continue a identificar-se com a cultura ocidental, mas se abra às diferentes culturas e nelas se inculture, dando continuidade ao dinamismo missionário da Igreja primitiva que o Vaticano II retomou. A ocidentalização do cristianismo, embora tenha produzido frutos positivos, também produziu uma série de efeitos negativos na vivência e expressão da fé cristã, que é necessário corrigir: intelectualismo racionalista, dualismo, imagem de Deus mais ligada ao poder que ao amor e compaixão. Temse a impressão que Atenas predomina sobre Jerusalém. Algumas crises em diversos setores da Igreja podem ser debitadas a esta identificação da fé com a cultura ocidental. Tanto a existência da Igreja cristã Oriental quanto a da Igreja Latino americana mostram que a desocidentalização e a inculturação não são impossíveis. As diferentes configurações das Igrejas locais não podem ser consideradas suspeitas, mas uma exigência da catolicidade da Igreja universal.ABSTRACT: From the entire Church several voices are demanding that Christianity does not continue to identify itself with Western culture, but it welcomes different cultures and incultures in them, moving forth the primitive church’s missionary dynamism that the Second Vatican council has reestablished. Despite some positive fruits, Christianity’s Westernizing has produced several negative effects in Christian life and faith expression which are necessary to correct: rationalist intellectualism, dualism, an image of God more connected to power than to love and compassion. It seems that Athens triumphs over Jerusalem. Some crises in several dimensions of the church are results of the identification faith-Western culture. Both the existence of the Eastern and Latin American Church shows that the de-westernizing and inculturation is not impossible. Different configurations of local churches cannot be considered with suspicion, but they are a fair demand of the church’s universal catholicity.

scholarly journals Diálogo de mulheres de fronteira no contexto da universidade popular dos movimentos sociais: novas metodologias e agendas

ILUMINURAS ◽  
2017 ◽  
Vol 18 (43) ◽  
Author(s):  
Vanessa Marx ◽  
Lilian Celiberti
Keyword(s):  
Social Movements ◽  
Latin American ◽  
Women's Movement ◽  
Point Of View ◽  
The Body ◽  
Popular Knowledge ◽  
The World

A atuação dos movimentos sociais pode ser sentida em vários lugares do mundo intervindo nas mais diversas esferas: local, nacional ou internacional. O movimento de mulheres e a fronteira se insere neste contexto de disputas de significados, agendas e novas metodologias de diálogos e troca de experiências. Estas trocas podem dar-se a partir de uma perspectiva decolonial com agendas pautadas a partir das autonomias: do corpo, econômica, política e territoriais. A metodologia consiste no intercambio de saberes acadêmico e popular por meio da ecologia de saberes empregada a partir da Universidade Popular dos Movimentos Sociais (UPMS). Neste trabalho propomos discutir o processo da UPMS a partir do diálogo de mulheres de fronteira e para isto faremos a discussão deste processo a partir de três pontos neste artigo: 1) contextualização da geopolítica mundial e latino-americana, 2) construção de novas pedagogias e epistemologias a partir do diálogo e 3) a experiência da Universidade Popular dos Movimentos Sociais: mulheres em diálogo de fronteira.Palavras-chave: Movimentos sociais. Feminismo. Mulheres. Ecologia de saberes.Border women's dialogue in the popular university of social movements context: new methologies and agendas.AbstractThe activities of social movements have an impact in several places of the world intervening in the most diverse spheres: local, national or international. The women's movement and the border are inserted in this context of disputes of meanings, agendas and new dialogue's methodologies and exchange of experiences. These exchanges can take place from a decolonial perspective with agendas based on the autonomies: of the body, economic, political and territorial. The methodology consists of the exchange of academic and popular knowledge through the ecology of knowledges employed by the Popular University of Social Movements (UPMS). In this article, we propose to discuss the UPMS' process from the border women's dialogue point of view and for this propose we divide this article in three parts: 1) contextualization of global and Latin American geopolitics, 2) construction of new pedagogies and epistemologies through dialogue and 3) the Popular University of Social Movements’ experience: women in border’s dialogue.Key words: Social movements. Feminism. Women. Ecology of knowledge.

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