Sergio Bedoya Cortés

El proletariado, como sujeto político de la revolución marxista, se ha puesto en entredicho en América Latina debido a sus circunstancias económicas y culturales que son propias del territorio. El auge del pensamiento postmoderno se ha enarbolado en los ejercicios políticos y académicos como fuente en las que priman los acontecimientos y la espontaneidad, más que un ejercicio concienzudo de reflexión crítica frente a las condiciones materiales de los sujetos latinoamericanos y del cono sur. Así, analizar los límites de la teoría de Slavoj Žižek y de su latinoamericanización por parte de Santiago castro Gómez permiten realizar un ejercicio crítico reflexivo de la situación latinoamericana con el objetivo de resignificar al proletariado en Nuestra América del siglo XXI.

The signing of the Final Peace Agreement between the Colombian State and the Revolutionary Armed Forces of Colombia (FARC-EP) offered the possibility of analyzing from different spheres the historical, political, and epistemological journey of what It was the longest-running guerrilla in the Western Hemisphere. Faced with this possibility, education understood as a disputed field is threatened by the hegemonic logics that sought to colonize the FARC identity or Lebenswelt. In this sense, a critical analysis of FARC’s education before and after the agreement provides elements to understand inequalities and modes of control and domination through legally validated knowledge, but, in turn, makes it possible to analyse the forms of resistance and co-optation of the emancipatory impulses not only at the political level but also in education. Thus, this article seeks to describe how the Lifeworld of the former-FARC guerrillas has changed through the educational process and how, within the framework of this disarmament process, the practices of pedagogical resistance have become a field in dispute with the systemic World of the Colombian State.