Educación popular y derechos humanos y de los pueblos: concepciones desde el Sur global para la praxis pedagógica

Abstract

This article analyzes the articulations between popular education and human rights from perspectives situated in the Global South, proposing to understand these rights as historical processes constructed through the struggles of peoples. Drawing on the Latin American pedagogical tradition inspired by Paulo Freire, it argues that human rights education cannot be reduced to the transmission of legal content but must contribute to a critical reading of reality and to the strengthening of collective organization. The paper draws on contributions from African anti-colonial thought and Latin American critical pedagogies to reflect on the notion of the rights of peoples and their relationship with decolonization processes, the defense of territories, and historical memory. It also examines social movements as pedagogical subjects capable of producing knowledge, educational experiences, and horizons of social transformation. From a territorial and intersectional perspective, the article addresses the role of community feminisms, the dialogue of knowledges, and the pedagogy of territory in the construction of emancipatory educational practices. Methodologically, the study is based on the systematization of experiences developed in popular education processes in human rights with diverse social groups. Finally, it argues that popular education constitutes a fundamental tool for strengthening collective memories, building situated knowledge, and accompanying the struggles for dignity, autonomy, and social justice in Latin America.