Enredos de la respons(h)abilidad e intra-acciones del nuevo materialismo en la praxis de la educación vegana
DOI:
https://doi.org/10.53981/destrocos.v6i2.60854Palabras clave:
respons(h)abilidad, intra-acciones, ético-onto-epistemología, educación vegana, pedagogía crítica animalResumen
Este artículo se basa en teorías del nuevo materialismo para examinar la educación vegana como una respuesta ética y política a la explotación de animales más-que-humanos. El objetivo es explorar cómo los educadores implementan una praxis pedagógica utilizando los conceptos de ético-onto-epistemología, responsabilidad (response-ability) e intra-acción, basados en los trabajos de las teóricas del nuevo materialismo Karen Barad y Bronwyn Davies. El enfoque metodológico es de análisis teórico y conceptual, centrado en la praxis de educadores veganos. El artículo identifica dos vacíos clave: la ética del nuevo materialismo a menudo pasa por alto el veganismo, y las pedagogías críticas animales tienden a criticar los sistemas educativos especistas existentes sin explorar suficientemente prácticas pedagógicas eficaces. En respuesta, este estudio destaca métodos educativos que resisten al desapego moral del estudiantado y a la autocensura del profesorado – como la no neutralidad, las interacciones directas con animales, la reunificación del discurso con el conocimiento corporal, la relacionalidad creativa, las dimensiones afectivas y el amor. Los resultados sugieren que integrar conceptos del nuevo materialismo con la educación vegana puede favorecer pedagogías creativas, corporizadas y relacionales. La conclusión enfatiza que la pedagogía crítica animal y la educación vegana, cuando se fundamentan en la responsabilidad y en intra-acciones directas con animales más-que-humanos, ofrecen un potencial transformador para una enseñanza y un aprendizaje éticos y antiespecistas.
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