What role do teachernetworks and collectivesplay in theconsolidationofpedagogicalknowledge in socioculturally diverse contexts?

Abstract

This text raises some paths to think the teacher's condition from the resistance and emancipatory pedagogical praxis of teachers' collectives and networks from three horizons: the processes of subjectivation that configure the teacher as a political subject in RED, the conditions of possibility that occur in the collectives and networks of teachers to resist from the construction of pedagogical-political knowledge and the need to recognize the scope or possibilities of configuring pedagogical practices as emancipatory praxis in RED that respond to social realities, The synthesis of the documentary analysis of some publications of the State of the Art of the Networks and Collectives of teachers in Colombia and Latin America of papers, research articles and pedagogical reflections given in the Ibero-American Encounters of Networks and Collectives since 1992 to date, is based on the synthesis that yields the documentary analysis of some publications of the State of the Art of the Networks and Collectives of teachers at the level of Colombia and Latin America.

This historical journey allows us to understand how collectively organized teachers have developed educational alternatives that confront the hegemonic logics of the educational system. It also reveals that teachers' networks have moved from simple resistance to the construction of pedagogical proposals that integrate territorial, ancestral and community knowledge traditionally silenced. This evolution exposes their capacity to generate alternative pedagogical-political knowledge and to configure emancipatory praxis that articulate the educational dimension with broader social struggles, responding to the contextual peculiarities and needs of their communities.