Resumen

VINIEGRA-VELAZQUEZ, Leonardo. Colonialism and medical education: educare or educere?. Bol. Med. Hosp. Infant. Mex. [online]. 2021, vol.78, n.4, pp.306-317.  Epub 23-Ago-2021. ISSN 1665-1146.  https://doi.org/10.24875/bmhim.20000234.

This work recovers the Latin roots of education-educare and educere-and shows their respective equivalences with passive and participatory education. Also, it gives an account of the historical predominance of passive education (educare) and its implantation in colonized countries. It is proposed that the role of passive education in reproducing degrading features of today's societies (ethos) such as individualism, political passivity, and competitiveness, is the reason for its dominance, as well as its contribution to consciences' control that conceals ongoing civilizational collapse. Regarding medical education, modern colonizing influences have perpetuated passive education, from Flexner Report to professional competencies. Colonized minds are the biggest obstacle to medical education progress. Participatory education (educere's heir) is based on deep and creative critique, a cognitive power capable of developing a penetrating and liberating knowledge. It is argued that the summit of this kind of knowledge are superior forms of being, regarding spiritual, intellectual, moral, and coexistence dimensions, crystallizing in vital projects aimed at effective decolonization, which allow approaching to inclusive, pluralistic, just, and solidary societies based on the progression of human and community rights, as well as on the re-evaluation and preservation of the planetary biological diversity.

Palabras llave : Colonialism; Educare-educere; Passive education; Participatory education; Critique; Medical education; Decolonization.

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