Capacidades de jóvenes wixaritari y estrategias formativas para construir un futuro sostenible

Young Wixaritari students’ skills and non-formal education strategies to build a sustainable future

Abstract

This paper shows which capabilities are and how they are generated and activated to build an imagined future for young Wixaritari people who participated in the program indigenous name (translation), implemented in the Sierra de Jalisco, Mexico, and whose socio-educational process is non-formal and mediated by art. The methodological approach used was quantitative, it was conducted a participant observation in 27 activities (workshops, working meetings, agreements, sharing circles, and consensus) and were applied seven semi-structured interviews. For the analysis, grounded theory was combined with its inductive perspective and categorical reasoning. The results showed that the participation of young Wixaritari people in the program allowed them to forge and activate dispositions to build a sustainable and dignified future for their communities. These dispositions enable them to: a) make a responsible commitment; b) lifelong learning to design and conceive the required changes, and c) conduct a reflexive praxis that makes changes effective and provides feedback on commitment. There are also training strategies aimed at activating skills that involve the whole person, and others that facilitate competencies. This is understood as knowledge, skills, and attitudes to be applied in specific tasks.