Educational experiences based on Freirean pedagogical and didactic contributions. The project “Slumal lo’il maxiletik yu’un snichimaj p’ijiletik,” “Tierra de cuentos para florecer el pensamiento”

The present article addresses the description and analysis of two formative experiences that have retaken approaches from the philosophy and pedagogy of Paulo Freire. On one hand, the project promoted by the Centro de Información e Investigación Educativa Asociación Civil, supported by a fund from the “Barcelona Solidaria” foundation in Spain, which was the project: “Slumal lo´il maxiletik yu´un snichimaj p´ijiletik”, “Land of stories to flourish thought”, carried out at the basic education school Escuela Primaria Federal “Mariano Escobedo”, in the Monte Olivo community. On the other hand, the educational model of the Universidad Intercultural de Chiapas with its headquarters in the Municipality of San Cristóbal de Las Casas. Both in this institution that trains higher education students, and in the project “Slumal lo´il maxiletik yu´un snichimaj p´ijiletik”, approaches from Paulo Freire were retaken, such as: the generating question or theme, the recognition and encounter of knowledge from different cultures, the dialogue of knowledges, critical and liberating pedagogy, and reflexivity to understand and retake the teaching-learning processes of students who come from indigenous peoples and are speakers of the original languages tzotzil, tzeltal, and Spanish. Likewise, this text addresses the reflection on the function of teaching practice or that of the one who teaches, in indigenous contexts, the one who performs the teaching function with indigenous students. From the tzotzil and tzeltal language, it can be called nopteswanej or chanubtesvanej.

Keywords:
Teaching; Learning; Dialogue of knowledges; Learner; Nopteswanej - p´ijubtesvanej (the one who brings a knowledge and makes thought flourish, beautify)