TOWARDS A SITUATED PEDAGOGY, THE MISAK INTUITION

Abstract

This essay explores a notion developed within the framework of autoethnographic research conducted in the Master's Program in Integrated Arts with the Environment at the University of Cauca, defined as the Misak Intuition in relation to the notion of "being-being." I seek to highlight its epistemic-ontological dimensions as alternatives for the field of education and pedagogy. It is inscribed within fundamental decolonial processes regarding the thought and practice of teaching from the perspective of Indigenous peoples and as a contribution to interculturality. It seeks to establish critical and radical distances from the solipsistic abstraction of the student as a "modern being" and addresses the urgent need to look toward non-Western knowledge of community and territorial order to recover this "being" in connection with one's humanity and one's planet. The methodology adopted was autoethnography, experimenting with various processes of decolonization and cultural reconnection while developing visual and audio devices understood as reconnecting strategies between the individual, the community, and the territory, giving rise to a "pedagogy of collective order." Its main findings demonstrate the effectiveness of "being-being" and the Misak Intuition as decolonial pedagogies and, therefore, tacitly ecological due to their territorial genesis; that is, as possible counter-hegemonic pedagogical proposals in Western educational contexts. Finally, it concludes that the ways in which education and pedagogy occur outside the West are niches of significant contributions for designing intercultural, relational, and reciprocal networks at the service of the life and autonomy of the territories surrounding "mestizo" educational institutions.