Rosa Guadalupe Mendoza-Zuany
Biographic Data
| ID | 1255380 |
|---|---|
| NAME | Rosa Guadalupe Mendoza-Zuany |
| GIVEN NAMES | Rosa Guadalupe |
| FAMILY NAME | Mendoza-Zuany |
| SIGNATURE | MENDOZA-ZUANY R G |
| AFFILIATIONS | Universidad Veracruzana |
| ORCID | 0000-0002-5503-4158 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Abordaje del cuidado socioecológico en el diseño de progresiones de aprendizaje situado
En este estudio se analiza progresiones de aprendizaje situado, proyectos que siguen la metodología de los cuatro cuadrantes del Proyecto CARE México. Las progresiones fueron diseñadas por guías pedagógicos multigrado (GPM) en Yucatán, México, en el marco de un proceso de formación docente acompañado. En el análisis de contenido cualitativo de las 20 progresiones (11 de preescolar y 9 de primaria), se identificaron las preocupaciones socioecológi…
Aprender a cuidar ante la crisis socioecológica
El artículo tiene como objetivo analizar cómo las progresiones de aprendizaje situado para el cuidado del entorno físico y social que promueve el Proyecto CARE-México en escuelas, coadyuvan a la desestabilización de una educación androantropocéntrica sostenida por dualismos opresivos (humanidad/naturaleza, humano/animal, razón/emoción, relevancia/pertinencia) que coadyuvan a ahondar la crisis socioecológica. Desde una metodología cualitativa cola…
Aprendizaje situado a través de historias locales
El artículo analiza la importancia de las historias, que contienen preocupaciones, conocimientos y prácticas para el cuidado del entorno socio-ecológico, para detonar procesos de enseñanza y aprendizaje situados y pertinentes en educación primaria en contextos rurales e indígenas en Veracruz, México. Particularmente, se centra en las historias sobre el cuidado en el marco de una crisis socio-ecológica profunda en dos comunidades nahuas de la Huas…
Inclusion is Not Interculturality
This article analyses the positioning of educational inclusion in Mexican educational policy following the Educational Reform of 2013; it proposes the displacement of bilingual intercultural education in the indigenous education subsystem. Inclusion is the main emerging category that was identified in the discourse of educational policy documents as well as in interviews and focus groups with teachers working in the indigenous subsystem and gover…
Interculturalizando la educación superior
Intercultural educational alternatives based on sustainability from Mexico
This article proposes the articulation of intercultural education and sustainability, linking the recognition of cultural diversity to socio-environmental concerns. This implies transcending formal education and classrooms; moving towards educational modalities that could impact people of different ages, and levels of scholastic achievement, with different needs and demands. We suggest that education is a key to transform structural conditions th…
La educación indígena en México
A finales de 2011 la Dirección General de Educación Indígena expresó su interés por llevar a cabo una evaluación externa integral, cualitativa y participativa sobre las políticas implementadas desde 2009. En este artículo se presenta un breve esbozo histórico de las políticas educativas orientadas a la población indígena, nuestra aproximación metodológica a una evaluación cualitativa de la educación indígena como política pública y una síntesis d…
Indigenousness without Ethnicity in the Sierra Norte of Oaxaca, Mexico
This article analyses the relationship between ethnic, indigenous and community-based identities in the communities of Ixtlán and Guelatao in the Sierra Norte of Oaxaca, Mexico. Local identities and sense of belonging to the communities prevail over ethnic identification amongst the inhabitants of these communities. The strengthening of local (community-based) identity has been achieved through an internal social organisation and categorisation o…
Building hybrid knowledge at the Intercultural University of Veracruz, Mexico
The ‘interculturalization’ of educational institutions designed for, and sometimes by, indigenous peoples has reached the realm of higher education. In Mexico, ‘intercultural universities or colleges’ are being created either by state governments, NGOs and community organizations or by academic institutions. In this paper, one of these ‘intercultural university’, pilot projects – the Universidad Veracruzana Intercultural (UVI) – which offers a BA…
Dealing with Diversity in the Construction of Indigenous Autonomy in the Sierra Norte of Oaxaca
Building autonomy in the Sierra Norte of Oaxaca has not depended on the development of Zapotec ethnic identities, isolation or rejection of the integration of outsiders into the communities. The communities of Ixtlán and Guelatao have developed strong local identities and strategies related to the appropriation of external legal categories, and the combination of these with their own customary practices to integrate newcomers into their social, p…
Dealing with Diversity in the Construction of Indigenous Autonomy in the Sierra Norte of Oaxaca
Building autonomy in the Sierra Norte of Oaxaca has not depended on the development of Zapotec ethnic identities, isolation or rejection of the integration of outsiders into the communities. The communities of Ixtlán and Guelatao have developed strong local identities and strategies related to the appropriation of external legal categories, and the combination of these with their own customary practices to integrate newcomers into their social, p…
Indigenousness without Ethnicity in the Sierra Norte of Oaxaca, Mexico
This article analyses the relationship between ethnic, indigenous and community-based identities in the communities of Ixtlán and Guelatao in the Sierra Norte of Oaxaca, Mexico. Local identities and sense of belonging to the communities prevail over ethnic identification amongst the inhabitants of these communities. The strengthening of local (community-based) identity has been achieved through an internal social organisation and categorisation o…
Building hybrid knowledge at the Intercultural University of Veracruz, Mexico
The ‘interculturalization’ of educational institutions designed for, and sometimes by, indigenous peoples has reached the realm of higher education. In Mexico, ‘intercultural universities or colleges’ are being created either by state governments, NGOs and community organizations or by academic institutions. In this paper, one of these ‘intercultural university’, pilot projects – the Universidad Veracruzana Intercultural (UVI) – which offers a BA…
Intercultural educational alternatives based on sustainability from Mexico
This article proposes the articulation of intercultural education and sustainability, linking the recognition of cultural diversity to socio-environmental concerns. This implies transcending formal education and classrooms; moving towards educational modalities that could impact people of different ages, and levels of scholastic achievement, with different needs and demands. We suggest that education is a key to transform structural conditions th…
Dealing with Diversity in the Construction of Indigenous Autonomy in the Sierra Norte of Oaxaca
Building autonomy in the Sierra Norte of Oaxaca has not depended on the development of Zapotec ethnic identities, isolation or rejection of the integration of outsiders into the communities. The communities of Ixtlán and Guelatao have developed strong local identities and strategies related to the appropriation of external legal categories, and the combination of these with their own customary practices to integrate newcomers into their social, p…
Building hybrid knowledge at the Intercultural University of Veracruz, Mexico
The ‘interculturalization’ of educational institutions designed for, and sometimes by, indigenous peoples has reached the realm of higher education. In Mexico, ‘intercultural universities or colleges’ are being created either by state governments, NGOs and community organizations or by academic institutions. In this paper, one of these ‘intercultural university’, pilot projects – the Universidad Veracruzana Intercultural (UVI) – which offers a BA…
Indigenousness without Ethnicity in the Sierra Norte of Oaxaca, Mexico
This article analyses the relationship between ethnic, indigenous and community-based identities in the communities of Ixtlán and Guelatao in the Sierra Norte of Oaxaca, Mexico. Local identities and sense of belonging to the communities prevail over ethnic identification amongst the inhabitants of these communities. The strengthening of local (community-based) identity has been achieved through an internal social organisation and categorisation o…
La educación indígena en México
A finales de 2011 la Dirección General de Educación Indígena expresó su interés por llevar a cabo una evaluación externa integral, cualitativa y participativa sobre las políticas implementadas desde 2009. En este artículo se presenta un breve esbozo histórico de las políticas educativas orientadas a la población indígena, nuestra aproximación metodológica a una evaluación cualitativa de la educación indígena como política pública y una síntesis d…
Intercultural educational alternatives based on sustainability from Mexico
This article proposes the articulation of intercultural education and sustainability, linking the recognition of cultural diversity to socio-environmental concerns. This implies transcending formal education and classrooms; moving towards educational modalities that could impact people of different ages, and levels of scholastic achievement, with different needs and demands. We suggest that education is a key to transform structural conditions th…
Interculturalizando la educación superior
Inclusion is Not Interculturality
This article analyses the positioning of educational inclusion in Mexican educational policy following the Educational Reform of 2013; it proposes the displacement of bilingual intercultural education in the indigenous education subsystem. Inclusion is the main emerging category that was identified in the discourse of educational policy documents as well as in interviews and focus groups with teachers working in the indigenous subsystem and gover…
Aprendizaje situado a través de historias locales
El artículo analiza la importancia de las historias, que contienen preocupaciones, conocimientos y prácticas para el cuidado del entorno socio-ecológico, para detonar procesos de enseñanza y aprendizaje situados y pertinentes en educación primaria en contextos rurales e indígenas en Veracruz, México. Particularmente, se centra en las historias sobre el cuidado en el marco de una crisis socio-ecológica profunda en dos comunidades nahuas de la Huas…
Abordaje del cuidado socioecológico en el diseño de progresiones de aprendizaje situado
En este estudio se analiza progresiones de aprendizaje situado, proyectos que siguen la metodología de los cuatro cuadrantes del Proyecto CARE México. Las progresiones fueron diseñadas por guías pedagógicos multigrado (GPM) en Yucatán, México, en el marco de un proceso de formación docente acompañado. En el análisis de contenido cualitativo de las 20 progresiones (11 de preescolar y 9 de primaria), se identificaron las preocupaciones socioecológi…
Aprender a cuidar ante la crisis socioecológica
El artículo tiene como objetivo analizar cómo las progresiones de aprendizaje situado para el cuidado del entorno físico y social que promueve el Proyecto CARE-México en escuelas, coadyuvan a la desestabilización de una educación androantropocéntrica sostenida por dualismos opresivos (humanidad/naturaleza, humano/animal, razón/emoción, relevancia/pertinencia) que coadyuvan a ahondar la crisis socioecológica. Desde una metodología cualitativa cola…
Indigenous Cultures and Socio-Education (7 works) · Sociology (7 works) · Indigenous (5 works) · Political science (5 works) · Anthropology (4 works) · Ecology (4 works) · Geography (4 works) · Ecology (2 works) · Education in Rural Contexts (2 works) · Environmental and sustainability education (2 works)