Survivance dans l’éducation autochtone : la résistance des étudiants wayuu à la colonialité dans La Guajira (Colombie)
DOI :
https://doi.org/10.17533/udea.ikala.360100Mots-clés :
colonialité, résistance autochtone, survivance, langues autochtones, Sud globalRésumé
Les politiques linguistiques coloniales et les pratiques d’enseignement continuent à influencer les langues et les épistémologies des peuples autochtones, tant à l’intérieur qu’à l’extérieur de leurs territoires, même lorsque les élèves autochtones fréquentent des écoles censées soutenir leurs modes de vie. Dans cette étude de cas critique, j’examine les dimensions multiples de la colonialité que les élèves wayuu de La Guajira, en Colombie, continuent à endurer dans leur parcours éducatif. Cependant, comme les peuples autochtones ne sont pas passifs dans leur navigation de la colonialité, je décris également leur engagement indéfectible envers l’accès à l’éducation sur leur propre territoire et les multiples formes de résistance dans lesquelles les élèves wayuu s’engagent pour préserver leurs identités linguistiques et culturelles. Cet article ne porte donc pas sur la survie, mais sur la survivance. Il s’agit des récits continus de survie et de résistance des élèves wayuu de neuvième année face à la colonialité du pouvoir, de l’être et du savoir, qui cherche à les assimiler linguistiquement à la langue espagnole et domine leur expérience scolaire. Cette colonialité, soutenue par des politiques éducatives coloniales, des tests standardisés et des discours de mondialisation et de mobilité sociale, néglige leurs manières autochtones de connaître et de faire. Je conclus cet article en plaidant pour la nécessité d’une désobéissance épistémique afin de contester et de transformer les systèmes coloniaux imposés par les institutions éducatives et les décideurs politiques, qui continuent de perpétuer la colonialité sur les terres autochtones.
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