Resumen

MENDOZA ZUANY, Rosa Guadalupe; CABRERA GARCIA, Fabiola Itzel  y  SANDOVAL RIVERA, Juan Carlos Antonio. Learning to Care in the Face of the Socio-Ecological Crisis: Destabilizing Androanthropocentrism. Rev. latinoam. estud. educ. [online]. 2025, vol.55, n.1, pp.115-140.  Epub 24-Mar-2025. ISSN 2448-878X.  https://doi.org/10.48102/rlee.2025.55.1.686.

The article aims to analyze how situated learning progressions for the care of the physical and social environment, promoted by the CARE-Mexico Project in schools, contribute to destabilizing an androanthropocentric education sustained by oppressive dualisms (humanity/nature, human/animal, reason/emotion, relevance/pertinence) that deepen the socioecological crisis. Using a collaborative qualitative methodology, based on observations, interviews, and informal conversations, we analyze the design and implementation of learning progressions in two primary schools in Yucatán and Veracruz, Mexico. The results present: a) women’s participation in the situated learning process as companions, knowledgeable individuals, knowledge transmitters, and caretakers of the natural and social environment, as well as human and non-human beings; and b) an educational approach that is ecologically, socially, historically, and culturally situated through care knowledge and practices constructed by women in their various roles, which are relevant to the local context.

Palabras llave : situated learning; care; pertinence; socio-ecological crisis; androanthropocentrism; oppressive dualisms; women’s knowledge; women’s practices.

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