Voces invisibilizadas, voces visibilizadas: hacia un diálogo intercultural entre el saber misak y el conocimiento global.

Abstract

This reflection article takes up elements of racialisms in education and aims at constructing the foundation for research on education in the context of the Misak people. We try to show that the process of domination is based on a racialist and overwhelming mechanism that intentionally makes indigenous peoples invisible, who they propose a way out from self-recognition, survival and re-existence as a people. In regards to this issue, Colombia and America are characterized by a certain colonial, republican and modern continuity on the racialist conception of power that is evident in the way governments maintain a colonial mentality over indigenous territories. For example, during the conservative hegemony the Law 89 of 1890 was issued, which hands education over to religious orders with the idea of civilizing the “savage”, while the liberal republic of the twentieth century, the mestizo was conceived as the demographic ideal, denying the possibility of the indigenous as such. Before the Constitution of 1991, through racialist means, indigenous people were considered savages, pre-modern, and subaltern. Then, possible conditions of recognition emerged to ensure that the different peoples define and affirm the elements of territorial, cultural and authority recovery, which had already been implemented since the 70s and 80s. In regards to education, it is important to recognize the response from indigenous communities to the epistemic violence, which ignores the cultural and pedagogical bases of knowledge as a people. The Misak people respond to this racialist vision by building their educational proposal, recovering epistemes unique to their culture.