Influencia de la comunicación y educación popular en los procesos de empoderamiento y acción social de los movimientos sociales: padres y madres de ayotzinapa y madres de los falsos positivos en un paralelo Colombia y México
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Date
2023-05-09
Authors
Benavides Carrillo, Kelly Jazmin
Tangarife Ahumada, Jonathan Arley
Gómez Motta, Germán David
Advisors
Mora, Aura Isabel
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Corporación Universitaria Minuto de Dios
Type
Thesis
Rights
Atribución-NoComercial-SinDerivadas 2.5 Colombia
Abstract
Este documento da cuenta de dos casos de violencia estatal, los 43 desaparecidos de
Ayotzinapa, México, y los falsos positivos, de Soacha, en Colombia, y el papel que juegan la
comunicación y la educación populares, enfatizando el protagonismo de los colectivos conformados por
padres y madres que han decidido luchar y resistir por sus hijos, reivindicándose como actores sociales y
políticos; desde Colombia, se encuentra el colectivo MAFAPO y, desde México, el colectivo de Padres y
Madres de Ayotzinapa.
El propósito del interrogante planteado en este trabajo de investigación es comprender la
relación de los colectivos de resistencia y la activación de los principios de la comunicación y educación
que hacen frente a la violencia estatal. De esta manera, se establece que el enfoque epistemológico de
la investigación se basa en la Comunicación y Educación Popular. Asimismo, a partir del análisis
contextual y epistemológico, emergen las categorías de: Comunicación Popular, Educación Popular y
Acción Social.
Desde la categoría de comunicación popular, se analiza para reconocer y comparar la
influencia de la comunicación y educación popular en los procesos de empoderamiento de los dos
movimientos sociales de la investigación, permitiendo un enfoque a las acciones realizadas a partir de
las herramientas de la comunicación y educación popular.
This document gives an account of two cases of state violence, the 43 disappeared from Ayotzinapa, Mexico, and the false positives, from Soacha, in Colombia, and the role played by popular communication and education, emphasizing the role of groups made up of fathers and mothers who have decided to fight and resist for their children, vindicating themselves as social and political actors; from Colombia, there is the MAFAPO collective and, from Mexico, the collective of Fathers and Mothers of Ayotzinapa. The purpose of the question posed in this research work is to understand the relationship of resistance groups and the activation of the principles of communication and education that face state violence. In this way, it is established that the epistemological approach of the research is based on Communication and Popular Education. Likewise, from the contextual and epistemological analysis, the categories of: Popular Communication, Popular Education and Social Action emerge. From the category of popular communication, it is analyzed to recognize and compare the influence of communication and popular education in the empowerment processes of the two social movements of the investigation, allowing a focus on the actions carried out from the communication tools. and popular education.
This document gives an account of two cases of state violence, the 43 disappeared from Ayotzinapa, Mexico, and the false positives, from Soacha, in Colombia, and the role played by popular communication and education, emphasizing the role of groups made up of fathers and mothers who have decided to fight and resist for their children, vindicating themselves as social and political actors; from Colombia, there is the MAFAPO collective and, from Mexico, the collective of Fathers and Mothers of Ayotzinapa. The purpose of the question posed in this research work is to understand the relationship of resistance groups and the activation of the principles of communication and education that face state violence. In this way, it is established that the epistemological approach of the research is based on Communication and Popular Education. Likewise, from the contextual and epistemological analysis, the categories of: Popular Communication, Popular Education and Social Action emerge. From the category of popular communication, it is analyzed to recognize and compare the influence of communication and popular education in the empowerment processes of the two social movements of the investigation, allowing a focus on the actions carried out from the communication tools. and popular education.
Description
Reconocer y comparar la influencia de la Comunicación y Educación Popular en los procesos de
empoderamiento de los movimientos sociales de Padres y Madres de Ayotzinapa y Madres de los Falsos
Positivos de Soacha MAFAPO.
Keywords
Comunicación Popular, Educación Popular, Pedagogía de la Esperanza, Falsos Positivos, Crimen de Estado, Popular Communication, Popular Education, Pedagogy of Hope