Hegemonisation of Higher Secondary Education in Mexico
Intercultural Philosophical Dialogue as an Educational Rescue
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This paper is based on the concept of cultural hegemony and its educational implications, aiming to go beyond the mere academic experience where the purposes of school programmes are fulfilled in a formal manner and according to the interests of the Mexican State. Therefore, we intend to make meaningful the teaching of an intercultural philosophy where students and teachers, in addition to emancipating themselves, find the link between school, their culture and everyday life. That is to say, our aim is to ensure that the intercultural philosophical dialogue gives students elements to form a ge...
This paper is based on the concept of cultural hegemony and its educational implications, aiming to go beyond the mere academic experience where the purposes of school programmes are fulfilled in a formal manner and according to the interests of the Mexican State. Therefore, we intend to make meaningful the teaching of an intercultural philosophy where students and teachers, in addition to emancipating themselves, find the link between school, their culture and everyday life. That is to say, our aim is to ensure that the intercultural philosophical dialogue gives students elements to form a general culture that allows them to understand and transform their reality; the teaching-learning process is always in function not only of the isolated school requirements, but this as part of a specific reality that must be in contact with the daily life of the students. To achieve such a plan we must understand philosophy in intercultural terms, which means breaking the alienated formation where people and cultures are prevented from reflecting on the real role we play in society and begin to break the hegemonic paradigms.
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