Asymmetries of knowledge and pedagogical resistance from social movements in Latin America

Abstract

This article seeks to understand how Latin American social movements generate epistemic and pedagogical resistance to the asymmetries of knowledge. Therefore, it is necessary to: first, provide a historical overview of social movements; second, analyze the asymmetries of knowledge among Latin American peoples; third, determine the nature of pedagogical resistance within these movements; and fourth, recognize the implications of artificial intelligence for human dignity, analyzing its ethical effects on education. The intercultural hermeneutic approach proved valuable from anthropological, epistemic, and contextual perspectives. The documentary review method, using secondary sources of a theoretical-academic and legal-normative nature, allowed for an understanding of the movements’ organizations, political commitments, and educational approaches. The conclusions present pedagogy from the lived experience and territory of Latin America, which implies the integration of educational and social practices grounded in political action, a movement that seeks to reclaim a colonial history renewed within democracies, thus paving the way for human rights as a pedagogical condition.