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This paper discusses the pedagogical implications of the struggles that the Zapatistas in Chiapas and the Purépecha communities in Mexico have been carrying out against dispossession and for the defense of the territories and the ecological environment. Such struggles, insofar as they focus on the defense of territories and all forms of life that dwell on it produce forms of pedagogical praxis from which we can learn and build, in the Global North, a form of transformative pedagogy aimed at stimulating the conscientization about and protection of all forms of life based on counter-hegemonic and transformative forms of democracy. The article discusses a set of principles that are meant to guide the development and practice of an environmental/ecological, democratic and emancipatory critical pedagogy, which we have labelled herein transformative eco/demopedagogy. This article builds upon the theoretical tradition developed by the Latin American liberation pedagogy and the North American critical pedagogy. Documentary research and direct ethnographic observation in the aforementioned indigenous communities constitute, likewise, the methodological basis of this article.

Latin America; Ethnic group; Educational sciences; Social justice; Environmental sciences.

Carr, P. R., E. Rivas, E., Molano, N., & Thésée, G. (2018). Pedagogías contra el despojo: Principios de una eco/demopedagogía transformativa como vehículo para la justicia social y ambiental. [Pedagogies against dispossession: Principles for a transformative eco/demopedagogy as a vehicle for social and environmental justice]. Revista Internacional de Educación para la Justicia Social, 7(1), 69-93.
https://doi.org/10.15366/riejs2018.7.1.004