| Popis: |
The Mexican national context is characterized as much by its cultural plurality, as by the socioeconomic and political inequalities that individuals and groups experience in diversity. The national identity/alterity grammar, heir to a Eurocentric colonial tradition, justifies the sharing of privileges and disadvantages; while the pedagogy of power is responsible for reproducing its core concepts in the form of visual, audiovisual, oral and written discourses. Therefore, with a doubly reflexive ethnographic approach, this article analyzes the implementation of a process of Decolonial media literacy in higher education, an educational process that made visible the reproduction of privileges and disadvantages in the symbolic construction of "indigenous", "spaniards", "blacks" and "mestizos"; while it recognized and empowered subjects in diversity. Based on the analysis results, it also offers clues about how to deconstruct and transform a racist imaginary of nation in university classrooms. |
