Título :	Racismo escolar y subjetividad política, historia de vida de una mujer y maestra afrocolombiana
Tipo de documento:	documento electrónico
Autores:	Zuluaga Hoyos, Fredy Alberto, Autor ; Robayo Noreña, Sandra Milena, Asesor
Editorial:	Manizales [Colombia] : Universidad de Manizales*
Fecha de publicación:	2025
Colección:	RiDUM - Tesis y Disertaciones - Facultad de Ciencias Sociales y Humanas
Subcolección:	Maestria en Educación y Desarrollo Humano
Palabras clave:	Educación  Desarrollo humano  Narrativas de vida
Resumen:	This study aims to contribute to situated narratives on education, anti-racism, and social justice through the experience of an Afro-Colombian teacher in Urabá, Antioquia, whose political subjectivity and pedagogical practice have been shaped by structural and school-based racism. Using a biographical methodology within a qualitative hermeneutic framework, the research reconstructs her life and professional trajectory. Data were collected through biographical interviews, the “line of insinuation” technique, and polyphonic contrasts, and analyzed through the lenses of intersectionality, the fabrics of political subjectivity, and insubordinate pedagogies. Findings reveal the persistence of structural racism through insults, curricula that erase Afro-descendant histories, and institutional hierarchies that devalue certain forms of knowledge. In response, the teacher develops a critical political subjectivity grounded in reflexivity, historical awareness, transformative pedagogical action, and the creation of support networks. She implements insubordinate pedagogies that reconfigure Afro-descendant knowledge and transform the classroom into a space of denunciation, care, and resistance. The intersection of gender, race, and class highlights specific forms of violence, while also enabling tactics of female agency, leadership, and identity affirmation. The study concludes that training critical educators is essential to dismantle racist and patriarchal logics in Colombia’s education system and to recognize the diversity of Afro-descendant voices that enrich the country’s educational and social landscape..
Tipo de medio :	Computadora
En línea:	https://ridum.umanizales.edu.co/handle/20.500.12746/7717
Link:	https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i

Racismo escolar y subjetividad política, historia de vida de una mujer y maestra afrocolombiana [documento electrónico] / Zuluaga Hoyos, Fredy Alberto, Autor ; Robayo Noreña, Sandra Milena, Asesor . - Manizales [Colombia] : Universidad de Manizales*, 2025. - (RiDUM - Tesis y Disertaciones - Facultad de Ciencias Sociales y Humanas. Maestria en Educación y Desarrollo Humano) .

Palabras clave:	Educación  Desarrollo humano  Narrativas de vida
Resumen:	This study aims to contribute to situated narratives on education, anti-racism, and social justice through the experience of an Afro-Colombian teacher in Urabá, Antioquia, whose political subjectivity and pedagogical practice have been shaped by structural and school-based racism. Using a biographical methodology within a qualitative hermeneutic framework, the research reconstructs her life and professional trajectory. Data were collected through biographical interviews, the “line of insinuation” technique, and polyphonic contrasts, and analyzed through the lenses of intersectionality, the fabrics of political subjectivity, and insubordinate pedagogies. Findings reveal the persistence of structural racism through insults, curricula that erase Afro-descendant histories, and institutional hierarchies that devalue certain forms of knowledge. In response, the teacher develops a critical political subjectivity grounded in reflexivity, historical awareness, transformative pedagogical action, and the creation of support networks. She implements insubordinate pedagogies that reconfigure Afro-descendant knowledge and transform the classroom into a space of denunciation, care, and resistance. The intersection of gender, race, and class highlights specific forms of violence, while also enabling tactics of female agency, leadership, and identity affirmation. The study concludes that training critical educators is essential to dismantle racist and patriarchal logics in Colombia’s education system and to recognize the diversity of Afro-descendant voices that enrich the country’s educational and social landscape..
Tipo de medio :	Computadora
En línea:	https://ridum.umanizales.edu.co/handle/20.500.12746/7717
Link:	https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i