Alternative Pedagogies and Education on the Margins. Conceptual aspects.

Abstract

The article «Alternative Pedagogies and Education on the Margins» analyzes the role and relevance of non-hegemonic educational practices in a system dominated by conventional education. Using the metaphor of a «field» and its «margins», it describes how these pedagogies promote creativity and freedom outside the centralized and controlled structure of the educational system. The article identifies nine distinctive principles of these pedagogies: questioning traditional purposes, active and participatory methodologies, flexible spaces and times, contextualized curriculum, non-hierarchical educator roles, qualitative assessment, shared leadership, democratic practice, and a close relationship with the environment. These factors comprise a critical pedagogy that seeks profound transformation in the face of the superficial changes often adopted in the traditional system. The analysis also presents a current typology of alternative pedagogies, categorizing them as «red» (focused on aspects of social justice), «green» (environmental), «purple» (gender), and «black» or decolonial. These pedagogies, although marginalized, act as spaces of resistance, addressing the challenges of a contemporary society that is increasingly less critical and less politicized. The article concludes by highlighting the importance of these practices as inspiration for emancipatory educational models that transcend traditional teaching.