Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

In the context of the Zapatista struggle, Zapatista Autonomous Education has been pro-moted and is presented as an alternative to the Mexican educational model, co-designed according to the needs and forms of self-government of the Zapatista communities, where knowledge and learning are situated and collective. It seeks to critically interpret the learning and unlearning coming from a Participatory Action Research experience in a Tzeltal community in Chiapas, in order to contribute to the conceptualization of Education for World Citizenship from grassroots groups in the global South. The findings contrast new autonomous educational practices with academic literature and field experiences in a Zapatista community, highlighting the need to unlearn Western conceptions of educa-tion and knowledge production. Accompanying the daily life of the community allows us to understand how collective autonomy is exercised in a Zapatista territory, challenging conventional educational models.

Citizenship, typically understood through Western models, should be enriched with an in-tercultural and decolonial perspective that incorporates the political practices of Indigenous peoples. This article analyzes forms of Indigenous citizenship in communities in Hidalgo, Mexico, from a decolonial perspective and critical anthropology, in order to contribute to the reflection and transformation of education from the Global South. The research, conducted in the regions of Valle de Mezquital, La Huasteca, and Sierra Otomí Tepehua, used ethnography and in-depth interviews. The findings challenge the applicability of Eu-rocentred models of citizenship and suggest the need to recognize an Indigenous form of citizenship. This recognition would enable intercultural dialogue which, in the educational sphere, would involve acknowledging the linguistic, epistemological, and political diversity of Indigenous peoples.

More than three decades of initiatives and unquantifiable resources invested in reducing human and material losses due to disasters have failed to show the least promising results. On the contrary, year after year the impact of these events grows and accumulates in an escalation that cannot be contained. The actions undertaken by national and international bureaucracies have proven to be inefficient in practice, as have the efforts of the academic community and organisations dedicated to the generation and promotion of knowledge, including networks of professionals or non-governmental organisations.Why, in the face of apparent clarity and agreement on the causes of risk and disasters by governments and the international community, has no progress been made in reducing them? Why have risk reduction actions failed to transcend emergency preparedness and response? Why has the knowledge generated so far on the causality of risk not been translated into effective action? What is the role that societies subject to risk conditions or affected by disasters should play in more efficient intervention schemes to reduce risk? These are some of the questions that this paper seeks to answer.

Abstract The 100-year migration between Barcelonnette, in the French Alps, and Mexico that began in the first decades of the 19th century has been widely studied; however, several aspects were eft aside. Thanks to a digital ethnography carried out with descendants of migrants between 2020 and 2022, this article puts forward the role of women as a pillar in the transmission of languages in this specific transnational migratory case. Some factors are presented, such as the kind of marriage, intentions, links with the community, and place of residence. All of them led to the preservation or loss of French among the descendants of barcelonnettes born in Mexico.

Este número denominado “Educación para la ciudadanía global: interpretaciones, experiencias y reflexiones desde el Sur Global”, representa un esfuerzo académico colectivo, orientado a cuestionar el enfoque propuesto por la UNESCO desde una perspectiva decolonial (Quijano, 2019). Nuestra aproximación busca dotar de contenido crítico a una noción que, de otro modo, corre el riesgo de convertirse en un significante vacío (Peraza, 2016). Esta publicación temática de Acta Sociológica está impulsada por el grupo académico de análisis de Política Educativa del Centro de Estudios Sociológicos de la Facultad de Ciencias Políticas y Sociales de la Universidad Nacional Autónoma de México, en colaboración con la Universidad Autónoma de Nayarit, la Universidad de Guadalajara, la Universidad de Autónoma de Querétaro, la Universidad de los Andes, Colombia y la Universidad de Canberra, Australia, y tiene como objetivo profundizar la comprensión sobre la ECM a partir del análisis de experiencias en distintos contextos desde diversas perspectivas, incorporando interpretaciones y reflexiones frente a una noción en disputa (Peraza y Aguilar-Forero, 2025)

La orfandad institucional: un análisis del caso Ayotzinapa

Teresita de barbieri, obra y trashumancia

Subjetividade Maquínica

Salvador Allende, Nayarit among other wixaritari - indigenous communities of less than 2,000 inhabitants, confront linguistic displacement and intergenerational cultural assimilation pro-blems that give limits to policies of attention to diversity and interculturality in the educational field. The international educational policy of a global citizenship of unesco, overcome the mul-tigrade-indigenous rural schools by a profoundly challenging local context. Through the case of Salvador Allende’s Nakawé elementary school, we describe and take place three major challenges for teachers and schools everyday world: linguistic diversity and its displacement in the community; religious multiplicity and internal political division through the formation of agrarian communities confronted at the local level. Through the knowledge of this case, our argument is that an international policy such as training for global citizenship is only possible based on territory, as well as on the analysis of the inductive, participating, and contradictory logics of community and local contexts. These are points out for decolonial pedagogical proposals beyond school its walls and controller scholar times.

In this article we will address, from a critical perspective, the concept of global citizenship, the concept that is inserted in a hegemonic civilizational grammar in the world: capitalist-western-racist-colonial-heteropatriarchal modernity, grammar which sets itself up as a universal horizon of meaning. We will carry out this analysis, using theories that go beyond the hegemonic horizon that underlies this concept. We will resort to the theories of radical democracy (Laclau and Mouffe), cosmopolitics (Stengers), decoloniality (Quijano and Walsh), and the Epistemologies of the South (Santos). In particular, we will explore the potential that exists in Southern epistemologies to provide alternatives to the abstract universalism that underlies the notion of global citizenship. We will do so based on the operations of the sociology of absences, the sociology of emergencies, intercultural translation and the craftsmanship of practices, as well as the theoretical-methodological proposal of the Popular University of Social Movements. We will analyze the capacity of these proposals to promote the articula-tion of anti-capitalist, anti-heteropatriarchal and anti-colonial/anti-racist social struggles, that allow forging counter- and alter-hegemonic capacities, as well as to vindicate intercultural dialogue between different civilizational grammars subalternized by the hegemonic discourse, to build a pluriversal horizon from which to redefine citizenship on a planetary scale.